A Study On The Effects Of Senior High School Students’ English Writing Anxiety And Their Use Of Writing Anxiety Self-regulation Strategies On English Writing Proficiency

English writing is one of the most significant written language output activities that reflects learners’ language use and thinking skills,and it has a crucial role to play in English learning.However,Most learners have significant anxiety about writing in English,making it difficult for learners to break through.Writing anxiety self-regulation strategies,which are one of the essential internal factors for relieving writing anxiety,have a greater impact on English writing proficiency.Moreover,the lack of appropriate use of writing anxiety self-regulation strategies causes senior high school students to be at a loss in the English writing process,and this negative state can lead to increasing levels of writing anxiety,which in turn affects their English writing proficiency.A considerable number of studies have suggested that English writing proficiency is influenced by writing anxiety and writing anxiety self-regulation strategies.And learners’ use of writing anxiety self-regulation strategies will affect their anxious state,which could also affect the quality of their language output in writing.Consequently,there is a mediating role of writing anxiety self-regulation strategies between writing anxiety and writing proficiency.However,there is currently no conclusive evidence in the field of English writing instruction about the paths of English writing anxiety and writing anxiety self-regulation strategies on English writing proficiency.Therefore,this study uses structural equation modeling to clarify the effects of students’ English writing anxiety and writing anxiety self-regulation strategies on English writing proficiency,so as to provide practical suggestions for English writing.Drawing on a mixed approach,this study collected its data mainly by the English Writing Anxiety Self-Regulation Strategy Inventory,the Second Language Writing Anxiety Inventory and the semi-structured interview.A total of 320 students studying in the Dahe Senior High School in Panzhihua,Sichuan Province were selected based on random sampling,of which 10 students and three teachers were interviewed as volunteers in a follow-up study.Four questions will be answered in this study.(1)What are the levels of English writing anxiety and writing anxiety self-regulation strategies of senior high school students?(2)Are there any differences in English writing anxiety and writing anxiety self-regulation strategies in terms of students’ achievement,gender and different anxiety groups?(3)What is the correlation between senior high school students’ English writing anxiety,writing anxiety self-regulation strategies and English writing proficiency?(4)How does English writing anxiety and writing anxiety self-regulation strategies affect their English writing proficiency?The quantitative data relating to English writing anxiety and writing anxiety self-regulation strategies were analyzed using Statistical Package for Social Science(SPSS25.0).The following findings were drawn from this study.(1)Writing anxiety in English is widespread among senior high school students,and most of them are in the high or moderate degree of writing anxiety.Students’ use of writing anxiety self-regulation strategies is at a moderate level.(2)There exist significant differences in English writing anxiety and writing anxiety self-regulation strategies in terms of students’ achievement and different anxiety groups.However,there is no significant difference in writing anxiety and writing anxiety self-regulation strategies among students of different genders.(3)Senior high school students’ English writing anxiety,writing anxiety self-regulation strategies and English writing proficiency were significantly correlated with each other.(4)Senior high school students’ English writing anxiety and writing anxiety self-regulation strategies both significantly predicted English writing proficiency.It was found that writing anxiety self-regulation strategies partially mediated the effect between English writing anxiety and English writing proficiency,and the effect percentage was 31.32%.This study to some extent complements the research on the role of writing anxiety self-regulation strategies in mediating English writing anxiety and English writing proficiency,and it has good practical implications.Firstly,it is beneficial for students to better understand their own writing anxiety level and the corresponding writing anxiety self-regulation strategies they use.They can adopt writing anxiety self-regulation strategies according to their anxiety level,which will help them to write better in English and improve their English writing proficiency.Secondly,for English teachers,knowing the students’ writing anxiety and their use of writing anxiety self-regulation strategies can help them adjust their teaching practices more effectively according to their students’ different anxiety levels to help them reduce their anxiety levels.