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As an important language output way for EFL (English as a foreign language)learners, English writing has always been a key teaching point in college foreignlanguage teaching. In China, due to the limitation of language environment and theinfluence of educational assessment methods, Chinese college students’ Englishwriting ability is not optimistic. Although a certain number of students pass CET-4and CET-6 every year, the problems presented by many students in writing shouldnot be underestimated. Therefore, we urgently need to find effective teachingmeasures to improve students’ English writing ability[1]. English writing is asystematic project. In the early stage of writing, a certain amount of knowledge isneeded to clarify the content of the article. In the middle of writing, student shouldmaster the writing skills of the relevant writing types and ensure the accuracy of thelanguage. In the later stage of writing, the student need to revise the article repeatedly.Therefore, English writing is relatively difficult in the four aspects of listening,speaking, reading and writing, because the writing performance can objectivelyreflect EFL learners’ logical thinking ability, language expression ability and theability of comprehensively using language.

In various English proficiency tests at home and abroad, such as college EnglishProficiency Test, English Professional Level test, TOEFL, IELTS, etc., the writingpart is usually an examination of argumentative writing. Compared with othercommonly used writing styles, argumentative writing is more comprehensive, whichcan not only test students’ language level but also reflect their logical thinking ability,However, in these standardized tests, students’ English argumentative writing lackslogic and persuasiveness, their arguments and evidence are insufficient and irrelevant,and they repeatedly discuss the same point of view. However, the traditional Englishwriting teaching is teacher-centered and students accept knowledge passively. Onaccount of the teacher’s limited energy and the relatively large class size, the teachercan not correct students’ mistakes in language grammar, and make correspondingcomments on the structure and content of the composition one by one. Therefore,how to give accurate and effective feedback to each student is one of the mostimportant problems for college English teaching.

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1.2 Significance of the Study

Based on the background, this thesis mainly discusses the impact of SRSDinstruction on EFL learners’ writing performance. The SRSD model is a cognitivestrategy instructional approach. It can help students to master the self-regulatedwriting strategies and develop the positive attitude towards their writing[6]. This kindof self-regulated learning which is different from the passive traditional writingteaching model advocates that students are the master and subject of learning, andlearning is the independent action of students. To put it simply, self-regulatedlearning refers to that someone is responsible for his or her own learning style andability, and the role of the teacher is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。