Abstract
With the development of curriculum reform, English teaching attaches greater importance to students’ micro-skills about writing, such as conceiving, outlining, and revising. Meanwhile, the application of self-revision skill runs through the entire process of writing, and profoundly affects students’ composition quality and writing skills. Therefore, exploring the current situation of self-revision in English writing of high school students is of great theoretical and practical significance. This study mainly discuss those questions: (1) What are the emotional factors involved in high school students' self-revision of English writing? (2)What is the level of metacognitive knowledge about self-revision in English writing among high school students? (3) What are the characteristics of self-revision behavior in high school students' English writing? (4) What is the correlation among the emotional factors of self-revision, metacognitive knowledge of self-revision and self-revision behavior in high school students' English writing? This study will use the method of literature review, questionnaire, text analysis and interview to investigate the current situation of self-revision in English writing of high school students. The questionnaire survey will conduct on 100 students in a senior high school. Then, the students’ original and revised manuscripts were analyzed and representative respondents were selected and interviewed. The results of the study: High school students' self-revision of English writing is influenced by various emotional factors, such as anxiety, confidence, and motivation. Additionally, the level of metacognitive knowledge about self-revision in English writing among high school students varies, with some students possessing a deeper understanding of the process while others may struggle to effectively self-revise. Furthermore, the characteristics of self-revision behavior in high school students' English writing include attention to grammar, organization, and coherence, as well as the ability to seek and incorporate feedback. Finally, there is a correlation among the emotional factors of self-revision, metacognitive knowledge of self-revision, and self-revision behavior in high school students' English writing, indicating that students' emotional state and understanding of self-revision impact their actual self-revision practices.
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