现如今，在英语教学领域，写作的教与学越来越受到人的重视。而学生的写作水平与其自我效能感等是否存在相关性同样也引发了人们的思考。本研究旨在分析在英语为外语的背景下高中生英文写作自我效能感、英文写作自主学习策略以及英文写作水平之间的关系。
    本研究中将一份调查问卷发放给了106位高中生，该问卷为写作自我效能感问卷与写作自主学习策略问卷的组合问卷。并且，写作水平由三次正规考试中英语作文成绩的平均值来判定。
    分析结果显示，参与问卷调查的学生的写作自我效能感和写作水平整体处于中等偏上程度，但学生在英文写作过程中均较少使用写作自主学习策略。在写作自我效能感方面，相比于写作构思能力，学生对于语法有着更高的信心。其次，学生的写作自我效能感和写作自主学习策略之间存在着显著的正相关性，高、中、低写作水平的学生其写作自我效能感也存在着明显的差异，中、低写作水平的学生使用写作自主学习策略的频率存在着细微的差别，而高写作水平的学生使用写作自主学习策略的频率较其他学生而言没有显著差别。
    基于上述结果，本文就如何改善和提升学生写作水平提出了相关建议。就写作自我效能感方面，教师应当尽可能鼓励学生在写作时进行自我创作，而不是直接给定写作的具体内容要求，学生也应该更多关注写作内容本身，主动思考创新。就写作自主学习策略方面，教师在日常教学过程中需要介绍相关自主学习策略，并且鼓励学生多读多问，学生应该不懂就问，主动发问，以提高英语写作水平。

    Nowadays, more and more attention has been paid to the teaching and learning of writing in the area of English Language Teaching and Learning (ELTL). Whether there is a correlation between students’ writing proficiency and self-efficacy has also aroused people’s thinking. This paper aims to specifically analyze the relationship among senior high school students’ writing self-efficacy, self-regulated learning (SRL) strategies in writing, and writing proficiency in an English as a foreign language context. 
    The Questionnaire of Self-Efficacy for Writing Scale (QSEWS) and the Questionnaire of SRL Strategies in English Writing (QSLSEW) are integrated in into one which is administered to 106 senior high school students. Also, their writing proficiency are determined by the average English writing scores of three formal examinations. 
    The analysis shows that the students has medium level of writing self-efficacy and writing proficiency, but the students infrequently use SRL strategies in writing. Also, in terms of writing self-efficacy, students have more confidence in grammar than in ideation. What’ more, senior high school students’ writing self-efficacy is positively related to SRL strategies in writing. Besides, there are obvious differences in writing self-efficacy among senior high school students with high, medium, and low levels of writing proficiency. And there are imperceptible differences in the frequency of using SRL strategies in writing between students with medium and low levels of writing proficiency. However, there is no significant difference between the students with high level and other students.
    Based on the results mentioned above, this paper puts forward some suggestions on how to improve students’ writing proficiency. In terms of writing self-efficacy, teachers should encourage students to create their own writings as much as possible, rather than directly giving specific content of writing. Students also should pay more attention to content itself, think actively and innovate. For SRL strategies in writing, teachers should introduce relevant knowledge in the teaching process, and encourage students to read more and ask more. Students should ask others for help when they need to improve their English proficiency.