高中生英语写作中的自我效能感、策略与成绩的关系研究的综述报告IntroductionWritingproficiencyisanessentialcomponentofEnglishlanguagelearning.Itisaskillthatisvitalforacademicsuccess,aswellasforpersonalandprofessionalcommunicationintoday'sglobalizedworld.However,manystudents,especiallyhighschoollearners,strugglewithwritinginEnglish.Thereasonsforthisvary,butonecommonfactorisalackofself-efficacy,orbeliefinone'sabilitytowriteeffectivelyinEnglish.Inthispaper,Iwillreviewtheliteratureontherelationshipbetweenself-efficacy,writingstrategies,andwritingperformanceamonghighschoolEnglishlanguagelearners.Self-EfficacyandWritingPerformanceSelf-efficacyreferstoanindividual'sbeliefintheirabilitytocompleteatasksuccessfully.Inthecontextofwriting,self-efficacyinvolvesconfidenceinone'sabilitytoorganizeideas,writecoherentsentencesandparagraphs,anduseappropriategrammarandvocabulary.Researchhasconsistentlyshownthatself-efficacyplaysacriticalroleinwritingperformance(ZimmermanandKitsantas,2014).InastudybyPajaresandValiante(1997),highschoolstudentswhohadhighself-efficacyforwritinginEnglishachievedsignificantlyhighergradesonwritingassignmentsthantheirlow-self-efficacypeers.Inaddition,researchhasdemonstratedthatstudentswhohavehighself-efficacyforwritinginEnglisharemorelikelytoengageinwritingactivitiesoutsideoftheclassroom,suchasjournalwritingorwritingforpleasure(WangandGuthrie,2004).Thesefindingssuggestthatpromotingself-efficacycanhaveasignificantimpactonastudent'swritingperformance.WritingStrategiesandWritingPerformanceEffectivewritingstrategiesplayacrucialroleinwritingproficiencyacquisitionandimprovement.Writingstrategiesrefertotheprocessesandtechniquesthatwritersusetogenerate,organize,andrefinetheirideasintoawrittenwork.Numerousstudieshaveshownthattheuseofeffectivewritingstrategiesispositivelycorrelatedwithwritingperformance(GrahamandHarris,2000).Forinstance,astudybyHuandCai(2016)foundthathighschoolstudentswhousedrevisionstrategieshadbetterwritingperformancethanthosewhodidnot.Furthermore,proficientwritersengageinplanni