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本文是一篇英语论文写作要求范文，本研究的结果对初中英语记叙文写作教学有一定的启示。教师在记叙文写作教学的过程中应合理地利用该模式提高学生使用自我调节学习策略，降低学生的认知负担，提升写作自我效能感和写作成绩。

Chapter One Introduction

1.1 Background of the Research

The English Subject Core Competencies includes language ability, cultural awareness, thinking capacity and learning ability (Ministry of Education, 2018). Writing is one of the important language skills; however, because writing is a complex process, it has also become one of the difficult skills for junior high school students to improve, which results in low writing self-efficacy and writing performance. 

The prerequisite of the active deployment of SRL strategies lies in people’s judgments of competence in regulating learning processes, which is known as academic self-efficacy beliefs (Bruning, Dempsey, Kauffman, McKim, & Zumbrunn, 2013; Schunk & Ertmer, 2000). With positive self-efficacy beliefs, students can adapt to the demands of learning tasks, successfully perform knowledge, and actively use different strategies to sustain their learning and increase their emotional readiness to learn (Bernacki, Nokes-Malach, & Aleven, 2015; Bruning et al., 2013; Pajares, 2007; Teng, Sun, & Xu, 2018). Also, previous research has shown that students with high SRL strategies have high self-efficacy (Kramarski & Michalsky,2015; Demirören et al.,2016; Teng, 2021). At the same time, according to the SRL theory of social cognitive views, the high perceptions of self-efficacy because of the use of SRL strategies. 

The writing process involves the influence of several factors such as cognition, meta-cognition, and motivation. In order to improve students’ writing, scholars at home and abroad have conducted many explorations on teaching writing. Some foreign scholars have argued that the effective use of SRL strategies had a positive impact on students’ academic performance. 

1.2 Purpose and Significance of the Study

The present study tried to investigate the effects of writing instruction based on SRL strategies on English writing self-efficacy, and writing performance of junior high school students in their narrative writings. After the intervention, this study hoped that the participants in the experimental class could improve their self-efficacy in different dimensions and improve their writing performance in narrative essays. 

Besides, the research has theoretical implications and practical implications.

First of all, it is evident from the conditions of junior high school students that writing in a foreign language is a challenging task for them, and therefore it is necessary for researchers to discover more information on how to help students write more effectively. According to previous research, incorporating SRL strategies into English writing could help improve students’ writing self-efficacy and writing performance. However, the participants of previous related studies in China were mainly university students and high school students, and the genres studied were mainly argumentative essays. In this study, the author integrated SRL strategies into the teaching of English narrative writing for junior high school students, which could enrich the theories related to SRL strategies and SRL theory, and this could explore the impact of writing instruction 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。