基于以人为本的教育理念，第二语言课堂出现以学生为主体、以积极情绪为主导的转向。为向世界讲好中国故事，也为加快世界一流大学与学科建设，越来越多的高校对英语专业学生的英语写作能力提出了更高的要求。复杂的写作任务引发写作者的多重情感，也受到研究者的广泛关注。然而，以往研究主要集中于消极情绪和外部因素，并且对英语专业学生这一特定群体、英语写作这一特定任务的考察甚少。

本研究以153名英语专业中国大学生为研究对象，以积极心理学为研究视角，采用定量研究与定性研究，致力于解决三个研究问题，即英语专业学生英语写作中外语愉悦现状，自我调节学习策略的使用情况，以及外语愉悦与自我调节学习策略之间的相关性。

本研究通过问卷和访谈收集数据，使用Excel、SPSS、Nvivo软件分析数据。主要发现如下：首先，英语专业学生的写作愉悦水平普遍较高，教师层面在三个维度中的愉悦度最高，学生的总体愉悦水平较低时，他们在各个维度上的写作愉悦度也会相应较低。其次，英语专业学生使用写作自我调节学习策略，包括其中3个维度，即认知策略、社会行为策略、动机调控策略的频率较高，元认知策略的使用频率中等。第三，英语专业学生的写作愉悦与自我调节学习策略及其所有维度和子策略均呈显著正相关，但相关性强度不一致。不同愉悦水平的学生在策略的选择与倾向上大体相同，但在策略的使用频率上随愉悦水平的降低而下降。

以上研究发现具有一定的实践意义。该研究能够促进高校以及高校教师对于英语专业学生英语写作的重新审视，为教师提高学生写作愉悦水平和自我调节策略的运用能力提供可行性教学建议。

Based on the concept of human-centered education, the second language classroom has seen a shift towards student-oriented and positive-emotion-oriented learning. To tell China’s story well to the world and to accelerate the construction of world-class universities and disciplines, more and more colleges and universities have put forward higher requirements on the English writing ability of English majors. The complex writing task triggers multiple emotions in writers and has also received extensive attention from researchers. However, previous studies have mainly focused on negative emotions and external factors, and have examined little about English majors as a specific group and English writing as a specific task.

Taking 153 Chinese undergraduates majoring in English as the research subjects, this study adopted the perspective of positive psychology and employed both quantitative and qualitative research to address three research questions, namely, the current status of foreign language enjoyment in English writing among English majors, the use of self-regulated learning strategies, and the correlation between foreign language enjoyment and self-regulated learning strategies.

This study collected data through questionnaires and interviews and analyzed the data using Excel, SPSS, and Nvivo. The main findings are as follows. First, English majors’ writing enjoyment was at a relatively high level, with the teacher dimension having the highest enjoyment value among the three dimensions, and writing enjoyment in all dimensions declined as the students’ enjoyment level decreased. Second, English majors’ use of self-regulated learning strategies in writing was at a relatively high level, including three of the dimensions, namely, cognition, social behavior, and motivational regulation, with high frequency, and metacognition with moderate frequency. Third, English majors’ writing enjoyment was significantly and positively correlated with self-regulated learning strategies and all their dimensions and sub-strategies, but the strength of the correlations was inconsistent. Students with different enjoyment levels had the same strategy tendencies, but the strategy use frequency declined with decreasing enjoyment levels.

The above findings have some practical implications. The study can encourage colleges and universities as well as college and university teachers to re-examine the English writing of English majors, and provide feasible pedagogical suggestions for teachers to improve the students’ writing enjoyment level and their ability to use self-regulated learning strategies.