A Study on the Relationship among Senior High School English Learners’ Prefabricated Chunks, Writing Anxiety and Writing Achievements

English writing can be affected by students’ affective factors and their prefabricated chunks. Recently, many researchers have studied the relationship between writing anxiety and English writing achievements, prefabricated chunks and writing anxiety, and prefabricated chunks and English writing achievements. However, there are few studies on the relationship among these three variables. This research aims to answer the following questions: 1. What is the current situation of senior high English learners’ prefabricated chunks, writing anxiety and writing achievements? 2. What are the correlations among their prefabricated chunks, writing anxiety and writing achievements? 3. Does writing anxiety play a mediating role between prefabricated chunks and writing achievements? If so, to what extent? Based on the affective filter hypothesis and prefabricated chunks theory, this study chose 174 senior high English learners to complete the English writing anxiety questionnaire and a mid-term test. The results show that: 1. Senior high English learners’ prefabricated chunks are at a middle level. Their writing anxiety is at a relatively high level. And their writing achievements are at a medium level. 2. There is a negative correlation between prefabricated chunks and writing anxiety, between writing anxiety and writing achievements. And prefabricated chunks and writing achievements are positively correlated with each other. 3.Writing anxiety has a mediating effect between prefabricated chunks and writing achievements. The mediating effect is 9.82%. Finally, some pedagogical suggestions are advanced for the teaching of English writing in senior high schools. And the limitations and some suggestions to the future studies are discussed.


Introduction
This part embodies the background information of writing anxiety and prefabricated chunks, the purpose and significance of the study, theoretical foundations, related studies on the relationship among prefabricated chunks, writing anxiety and English writing achievements and research questions.

Background of the Research
According to The English Curriculum Standard For Senior High schools (2017 edition, revised in 2022), writing is one of the five language skills which is a part of the English course content, the foundation for the development of students' core qualities. But in daily English teaching and learning, writing is difficult and tough for students themselves to improve and for teachers to find effective ways to teach, and it is also more demanding than the other language skills such as reading, because as a productive skill, writing requires not only knowing the meaning of the words and grammatical structures, but also being capable of using them appropriately.
Nowadays for most senior high school English learners, even if some of them have a large vocabulary, most of the words are receptive ones and the number of words they can flexibly use in writing is still limited. Besides, sentences they formed based on the grammar they have acquired are sometimes rigid and incompatible with the native ways of expression.
Thus, the term prefabricated chunks proposed by Becker and Bolinger blazes a new trail for the problems in English writing. Just as Zeng (2021) mentioned in his study that if students have learned prefabricated chunks in advance, when writing, they can quickly retrieve what they need to match their expression. And the more prefabricated chunks they store, the more complex sentences are and the better quality their compositions may have (Zeng, 2021). Therefore, prefabricated chunks can be seen as an effective method to cope with the current problems in English writing.
What's more, with the purpose of solving various problems in English writing, an increasing number of articles in core journals also center on the factors that influence English writing, such as emotions (Cheng, 2004). According to the research from Zhou and Wang (2022), it is found that the studies on writing emotions abroad especially since 2019 have soared to a great extent, which can be viewed as a hot topic. Besides, as one of the sub-terms of English writing emotions, writing anxiety has also been studied to delve into the reasons for its occurrence, its impact on some other important factors in English writing and learning, and how to deal with this negative affection (Zhou& Wang, 2022).
Although there are a large number of researches on the relationship between prefabricated chunks and writing anxiety, prefabricated chunks and English writing achievements, writing anxiety and English writing achievements, the study on the relationship among prefabricated chunks, writing anxiety and English writing achievements and on the mediating role writing anxiety plays in the relationship between prefabricated chunks and English writing achievements is still lacking.

Purpose and Significance of the Study
The purpose of this research is to explore the current situation of the use of prefabricated chunks, writing anxiety and English writing achievements of the students from Grade 1 of a senior high school in one of the cities in China and to discover the relationship among prefabricated chunks, writing anxiety and English writing achievements. Furthermore, the study is also going to explore the meditating role writing anxiety plays in the relationship between prefabricated chunks and English writing achievements.
Theoretically, based on the affective filter hypothesis and prefabricated chunks theory, this study can bridge the research gap in the relationship among prefabricated chunks, writing anxiety and English writing achievements and provide another theoretical basis for the revolution of the teaching of English writing in senior high schools.
Practically, the research can help English teachers understand the current situation of senior high English learners' use of prefabricated chunks, writing anxiety and writing achievements, how prefabricated chunks influence learners' writing anxiety and English writing achievements and how writing anxiety affects writing achievements. Accordingly, teachers can adjust their teaching plans on what kind of prefabricated chunks and how difficult chunks should be taught so as to mitigate students' anxiety and improve their English writing achievements. And they can also pay more attention to students' emotions on English writing so as to adjust the frequency of writing examination, the way students write a composition and the way teachers evaluate students' works, finally improving students' writing achievements.

Prefabricated Chunks Theory
Speaking of the prefabricated chunks theory, the definition and the classification of it will be discussed in detail.
It was Miller (1956) who first brought forth the term chunks and defined it as a relatively large information unit produced after the process of the single information. Then Becker (1975) and  proposed the term prefabricated chunks. In recent years, with the rapid development in some new areas, such as cognitive linguistics, Wray A (2002) redefined the prefabricated chunks as a series of prefabricated coherent or non-coherent words or other units stored in the memory as a whole.
Besides, the classifications of prefabricated chunks from Nattinger and DeCarrico, and Lewis are two widely accepted types nowadays. Nattinger and DeCarrico (1992) divided it into four types including poly-words, such as get up; phrasal constraints, such as as … as….; institutionalized expressions, such as what's up?; sentence builders, such as it occurs to sb. that. Lewis (1993) classified it into four categories ---words and poly-words, such as to and fro; collocations or word partnerships, such as weak tea; fixed expressions which include social greetings such as happy new year, politeness phrases such as I'll have to be going, phrasebook language such as can you tell me the way please, and idioms such as you're making a mountain out of a molehill, and semi-fixed expressions such as could you pass… please?

Affective Filter Hypothesis
American linguist Krashen proposed The Affective Filter Hypothesis in 1980s after drawing on the relevant achievements in psychology and sociology and combining the learners' emotional factors with second language acquisition. From his point of view, although the learners can gain a large number of comprehensible inputs, they cannot assimilate them all, which means not all the comprehensible inputs can be converted into effective outputs. The reason is that emotional factors like barriers function as a filter in the process of language acquisition, only through which foreign language inputs can be acquired. If the learner's feeling is positive or he is motivated, of high confidence and low anxiety and open to the input, his filter will be clean. Then language passes easily through it, which can facilitate language inputs to turn into the inner language capacity. While if the learner's feeling is negative or he is less motivated, of low confidence and high anxiety and close to the input, his filter will be clogged. Little gets through, which may prevent the transference of language inputs. This theory triggers us that in teaching English as a foreign language teachers should also pay close heed to students' emotional states which may greatly affect students' language learning results.

Literature Review
Prefabricated chunks, writing anxiety and English writing achievements are all hot topics in the research of English writing. Because the topic of this research is centered on the relationship among these three variables, the related literature will be reviewed based on the relationship between every two of these three factors.
The first part is the related studies about the relationship between prefabricated chunks and writing anxiety. Liu (2022) mentioned writing anxiety as a prevailing psychological state for nearly most students in senior high schools came from teachers' inefficient teaching strategies and students' inability of constructing and expressing, thus the prefabricated chunks which can improve their capacity of expressing helped them break the barriers in writing finally mitigating their writing anxiety. What's more, because prefabricated chunks were taught or learned in advance, when writing, students can quickly retrieve what they needed to fit their expression. Therefore, the more they stored, the more complex sentences were, the better quality their compositions may have, thus higher writing anxiety will not be engendered (Zeng, 2021). Hu (2015) also proposed that according to Hayes writing process model，the writing process was influenced by many factors such as emotions, recognition, work and long-term memory and etc. Because language was the basis for students to finish the writing tasks, the difficulties in language were the major factor that caused writing anxiety. In Chinese EFL class, what students and teachers focus on are the words and grammar, rather than how to use the language in a more native way. In this way, students cannot express what they desire fluently and accurately. Therefore, remembering some prefabricated chunks can help improve their ability in writing so as to relieve the anxiety.
The second part is the related studies about the relationship between prefabricated chunks and English writing achievements. Inferring from the studies mentioned in the first part, gaining more prefabricated chunks can help students improve their writing ability, thus may improving their English writing achievements. From the teaching experiment and the analysis of the number of prefabricated chunks students used in pretest and post-test, Cui and Ma (2013) found that paying much attention to prefabricated chunks under the guidance of teachers, students' writing scores in experimental class were improved. Likewise, using the nearly similar method, Zhang (2009) also found with the teaching of prefabricated chunks writing scores and the number of the prefabricated chunks students in experimental class used were largely increased. So did the outcomes from Zhang (2015). What's more, different from the above studies, the one made by Wang (2011) only studied the correlation between the number of prefabricated chunks students used in one writing test and their scores, without the control experiment, but found the similar results.
The last part is the related studies about the relationship between writing anxiety and English writing achievements. The studies focused on the relationship between writing anxiety and English writing achievements can be classified into two types according the model they use. For the first type, only the correlation between writing anxiety and English writing achievements is explored. Li and Liu (2013) conducted a study among 294 college freshmen who did not major in English and found that when they entered the university, the level of their writing anxiety was high and was negatively correlated with their English writing achievements. Li (2015) found in his longitudinal study that students' writing anxiety at the very beginning of the semester had a clearly negative effect on their writing achievements at the end of the semester, which revealed that writing anxiety was a major factor influencing the writing achievements. Li et al. (2022) chose a few students to have an interview about the current situation of their writing anxiety finally also finding that writing anxiety was negatively correlated with writing performance. For the second type, these two elements ---writing anxiety and writing achievements ---were involved in a mediating model with another factor. Guo (2018) constructed a mediating model and found that first, writing anxiety was negatively correlated with English writing achievements, writing self-concept and self-efficacy were positively correlated with English writing achievements, and second, writing self-concept and self-efficacy had an indirect positive effect on writing performance through writing anxiety which played a mediating role.  used two questionnaires and an interview with some volunteers to collect data and found that the sense of high writing anxiety prevailed among high school students, writing anxiety was correlated with writing achievements and it played a mediating role on the relationship between their use of writing anxiety self-regulation strategies and English writing proficiency, with the effect ratio of 31.31%.
In conclusion, most researches explored the correlations between every two of these three variables--prefabricated chunks, writing anxiety and writing achievements, especially writing anxiety and English writing achievements. Although recently some researches of mediating effects have emerged, most of which only include writing anxiety and English writing achievements, few have involved these three variables together in one research. And few researches focused on the mediating role writing anxiety plays between prefabricated chunks and English writing achievements. Therefore, the present research aims to further study the relationship among prefabricated chunks, writing anxiety and English writing achievements and explore the mediating role of writing anxiety between prefabricated chunks and English writing achievements.

Research Questions
The main purpose of this research is to present the current situation of senior high school English learners' use of prefabricated chunks, writing anxiety and writing achievements, to further elaborate the relationship among prefabricated chunks, writing anxiety and English writing achievements, and finally to dwell on the mediating role writing anxiety plays between prefabricated chunks and English writing achievements. Therefore, the three questions of this research are listed below: (1) What is the current situation of senior high English learners' prefabricated chunks, writing anxiety and writing achievements?
(2) What are the correlations among senior high English learners' prefabricated chunks, writing anxiety and writing achievements?
(3) Does writing anxiety play a mediating role between prefabricated chunks and English writing achievements? If so, to what extent?

Method
This part expounds research participants, research instruments and the detailed procedures of the research.

Research Participants
The participants of this research are 174 Grade 1 students with nearly similar English competence from a senior high school of Baotou, one of the cities in China. The reason why students in Grade 1 were chosen is because after nearly one-year study in senior high school, students in Grade 1 have already gotten familiar with the English learning and examinations on this stage. Besides, compared with Grade 1 students, those in Grade 2 are approaching the first review before college entrance examination, they may be of more anxiety due to the external pressure, not to mention the students in Grade 3.

Research Instruments
One questionnaire and one test were served as the instruments to collect data. The questionnaire was used to get an in-depth comprehension of the current situation of senior high school English learners' writing anxiety and the test was arranged to collect the number of prefabricated chunks students used in their compositions and their English writing achievements. Below are the details.

Questionnaire
The writing anxiety questionnaire was adopted and revised from the questionnaire designed by Cheng (2004) and the Chinese version of it revised by Guo and Qin (2010). The questionnaire by Cheng (2004)  English majors in Taiwan province has 22 items, with the reliability of 0.91. Due to the different participants, the questionnaire by Guo and Qin, whose participants were students in the mainland of China, experienced some revisions, ending up with 20 items in their Chinese version of English writing anxiety questionnaire, still with high reliability.
Because of the different participants involved in this research, some revisions were made. Item 19 was modified to when I write English compositions, I usually feel nervous, because the original expression ---when I write English compositions, I usually feel my whole-body rigid and tense ---was a bit of an exaggeration for English writing only. Item 8 and item 2 were deleted for the feelings they mentioned were the concrete manifestation of panic in item 13. Item 5 and item 12 were deleted because they were repeated with item 10. Item 21 was deleted because the content of it was repeated with item 9 just with different expressions. Item 18 and item 22 were deleted because they were less pertinent to English writing anxiety. Then according to the current situation of senior high school students' English writing, 5 items which were related to the anxiety about the language knowledge and two other items about the idea anxiety were added. Furthermore, all question items are in the form of Likert 6-level Scale, with the option of "totally inconsistent" with a score of 1, the option of "inconsistent" with a score of 2, the option of "basically inconsistent" with a score of 3, the option of "basically consistent" with a score of 4, the option of "consistent" with a score of 5 and the option of "totally consistent" with the score of 6. The reason why the questions in this questionnaire use the Likert 6-level Scale is that according to what Griffitts (2018) mentioned in his study, the option "not sure" in Likert 5-level Scale is not useful, while 6-level Scale can easily avoid this question.
Then because the dimensions of the items in the questionnaire are not distinct, the exploratory factor analysis was conducted. According to the results of exploratory factor analysis and the content of the items, four dimensions are divided as follows. The test was arranged to test the number of prefabricated chunks students used in their compositions and their English writing achievements. This test was conducted in March, 2023. Examination paper was carefully designed by professional senior high school English teachers and the topic of the writing was also selected in earnest. After the test, all the writing compositions were marked according to the new criteria in college entrance examination by experienced teachers.

Research Procedures
The research procedures roughly incorporate three parts: preparation part, data collection part and data analysis part.
In the first part, preparation, after reading enough related studies about the relationship among prefabricated chunks, writing anxiety and English writing achievements, the writing anxiety questionnaire was revised based on the features of participants involved in this research, according to the English writing anxiety scale by Cheng (2004) and the Chinese version from Guo and Qin (2010). Then 39 participants were chosen to take a pilot study. After collecting the data, the questionnaire was analyzed through SPSS 27.0 to test its reliability and validity. The results are as follows. According to the table above, the reliability of this questionnaire is 0.898, above 0.8, which means that its reliability is acceptable and it can be used as an instrument to collect the data about students' English writing anxiety.
Next, the validity was also analyzed by SPSS 27.0. The results are shown below. From the table, the KMO value of English writing anxiety questionnaire is 0.737, above 0.6, which is acceptable and the P value is below 0.05. Both the two data mean that the validity of this questionnaire is acceptable and it can be used as an instrument to collect the data about students' English writing anxiety.
The second part is to collect the data. 200 Grade 1 students in a senior high school in Baotou city, Inner Mongolia were chosen to take the English writing anxiety questionnaire online on one weekend. Then after the monthly examination in March, students' English writing achievements and their test papers were collected with the help of teachers. After collecting and checking the questionnaires and writing compositions carefully, 174 valid questionnaires were reserved. The effective rate was 87%.
The last part is the most pivotal one during which the collected data were analyzed by SPSS 27.0 and AMOS 26.0. First, the students' English writing anxiety scores were calculated according to the corresponding scores. And the number of prefabricated chunks students used in their compositions was also calculated carefully based on the classification of Nattinger and DeCarrico (1992). Then SPSS 27.0 was used to do the descriptive analysis of the number of the prefabricated chunks students used, students' English writing anxiety and their English writing achievements. Next, SPSS 27.0 was used to test the correlations between prefabricated chunks and writing anxiety, between prefabricated chunks and English writing achievements, between writing anxiety and English writing achievements. Finally, all data were analyzed by AMOS 26.0 to test whether writing anxiety plays a mediating role in the relationship between prefabricated chunks and English writing achievements.

Results and Discussion
This part elucidates the results of the research. The first part is the current situation of prefabricated chunks, writing anxiety and English writing achievements. The second part shows the correlation between prefabricated chunks and writing anxiety, prefabricated chunks and English writing achievements, writing anxiety and English writing achievements. Finally, the mediating role writing anxiety plays between prefabricated chunks and English writing achievements is discussed.

Current Situation of Senior High English Learners' Prefabricated Chunks, Writing Anxiety and Writing Achievements
This part responds to the first research question ---the current situation of prefabricated chunks, writing anxiety and English writing achievements, which was analyzed from its maximum value, minimum value, mean value and standard deviation. The details are as follows. From the table, the mean value of writing anxiety is 3.22 and its standard deviation is 0.81, which means that students' degree of writing anxiety is concentrated at a relatively high level. Because for Chinese students who learn English as a second language, there are not many opportunities for them who are often taught in traditional classes to immerse themselves in the target language environment where they can get enough original inputs, and due to the huge size of the class the chances for them to write English compositions and for their compositions to be carefully corrected by their teachers are rare, it is difficult or even terrifying for them to complete a composition on their own when there are few accumulations. Besides, for students in China, especially those in senior high schools, English is one of the compulsory subjects in the college entrance examination, so, to be admitted to their dream universities, English achievements play a pivotal role, which invisibly increases their anxiety about English. Therefore, most of the students' degree of English writing anxiety is high.
Then, about writing achievements, the mean value is 29.83 out of 40 and the standard deviation is 3.66, which shows that these students' English writing scores are at the middle level, and evenly distributed, just as the data presented in the use of prefabricated chunks whose mean value is 8.59 and the standard deviation is 3.01. For Chinese students as the second language learners, the most effective and useful ways for them to improve their writings and to make their writings more native-like is to recite some frequently used words, phrases or sentence frameworks with the purpose of retrieving them directly when writing in the time-limited examination. What's more, because writing is a productive skill, difficult for students to master and plays a large part in examination in EFL context in China, teachers always spend much more time in guiding students how to write and what structures or phrases to use, students' writing achievements are at a middle level. But because most students follow the same framework when writing, there is not much of a gap in their writing achievements.

Correlations among Prefabricated Chunks, Writing Anxiety and English Writing Achievements
This part answers the second research question ---the correlations among prefabricated chunks, writing anxiety and English writing achievements. The detailed data are as follows.

Correlations between Prefabricated Chunks and Writing Anxiety
Prefabricated chunks which were stored in students' minds in advance and can be directly and effortlessly retrieved can to some extent mitigate students' anxiety when writing, because they have some knowledge about how to write or what words or structures to use. To give telling support to the hypothesis, the data analyzed through SPSS 27.0 are listed below. From the table above, writing anxiety is negatively correlated with prefabricated chunks (r=-0.575**, p<0.001).
There is a significant correlation between writing anxiety and prefabricated chunks. In details, it means that the more prefabricated chunks senior high English learners master, the less anxious they are when writing English compositions.

Correlations between Prefabricated Chunks and English Writing Achievements
Prefabricated chunks are a series of words, phrases or sentence structures which help students' compositions become more native-like and fluent and then gain better scores. To testify the relationship between prefabricated chunks and writing achievements, the detailed statistics are as follows.  Vol. 16, No. 9;2023 details, it means that the more prefabricated chunks senior high English learners use in their writings, the higher scores they may gain. And it can be seen that these chunks may be viewed as the extra point column to students' writings.

Correlations between Writing Anxiety and English Writing Achievements
Anxiety according to the affective filter hypothesis determines whether the filter between learners and language acquisition is clogged or not and then influences the effect and the scores students gain when learning English. Then the results of the relationship between writing anxiety and writing achievements are presented here. From the table above, writing anxiety is negatively correlated with writing achievements (r=-0.603**, p<0.001).
There is a significant correlation between writing anxiety and prefabricated chunks. To be specific, it means that the less anxious senior high English learners are toward English writing, the higher scores they may obtain in their English writings.
The results of this part show that writing anxiety, writing achievements and prefabricated chunks are correlated with each other significantly.

Mediating Effects of Writing Anxiety between Prefabricated Chunks and English Writing Achievements
This part is the answer of the third research question raised at the very beginning ---the mediating role writing anxiety plays between prefabricated chunks and English writing achievements. The final data are listed below.

Model Hypotheses
This research contains three variables ---the independent variable is prefabricated chunks; the mediating variable is English writing anxiety and the dependent variable is English writing achievements. The following equations are to describe the hypothetical relationships: (1) Indirect effect= a*b (2) Total effect=a*b + c (3) Ratio= indirect effect/ total effect Based on the above hypothetical equations, the model is erected as follows by using AMOS 26.0.

Path Analysis of the Structural Model
This part conducts the path analysis to show whether there are casual relationships among prefabricated chunks, writing anxiety and English writing achievements. The statistics are listed below.  (1) The standardized estimate of coefficient-a between writing anxiety and prefabricated chunks is -0.575, and the P value is 0.000 below 0.001, which means that writing anxiety is negatively correlated with prefabricated chunks, consistent with the hypothesis. If students have more prefabricated chunks, they may feel much more confident and less anxious when being asked to write an English composition either in a restraint time or without time limit.
(2) The standardized estimate of coefficient-b between English writing achievements and writing anxiety is -0.150, and the P value is 0.000, which reflects that there is a negative correlation between writing anxiety and English writing achievements. If students are more anxious about English writing, they may not be able to gain higher scores in English writing.
(3) The standardized estimate of coefficient-c between English writing achievements and prefabricated chunks is 0.788 and the P value is 0.000, which represents the significant positive correlation between English writing achievements and prefabricated chunks. The more prefabricated chunks students possess and use in their writings, the higher scores they will gain.
The detailed relationship among these three variables is presented above, and then the analysis of the mediating role of writing anxiety will be discussed in the next part.

Analysis of Mediating Effect
In this part the data are analyzed by AMOS 26.0 to find the mediating effects among prefabricated chunks, writing anxiety and English writing achievements, based on bootstrapping according to the study of Preacher and Hayes. The 95% confidence interval is chosen in this study with 5000 resampling. It is writing anxiety that plays a mediating role in the relationship between prefabricated chunks and English writing achievements. The results of the mediating effect are as follows. According to the data, writing anxiety plays a mediating role in the relationship between prefabricated chunks and English writing achievements. The estimate of the indirect path prefabricated chunks →writing anxiety → English writing achievements is 0.086. The Bias-corrected 95% Confidence Interval is (0.033, 0.148) and the Percentile 95% Confidence Interval is (0.031, 0.146). Because the confidence interval range does not contain 0, there is a significant correlation between prefabricated chunks and English writing achievements. Furthermore, the mediating effect of writing anxiety between prefabricated chunks and English writing achievements is 9.82%. Therefore, writing anxiety plays a mediating role in the relationship between prefabricated chunks and English writing achievements.

Conclusion
This part first summarizes the major findings based on the data in the previous part. Secondly, the pedagogical implications for English writing teaching and learning in senior high schools are presented according to the results of the study and some theories. Finally, the limitations of this study and the suggestions for the future research are given to help improve the English writing teaching in senior high schools.

Major Findings
The major findings of this research are developed from these three aspects.
Firstly, senior high English learners' writing anxiety is at a relatively high level and their English writing achievements and prefabricated chunks used in their writings are at a middle level.
Secondly, there is a negative correlation between writing anxiety and English writing achievements (r=-0.603) and between writing anxiety and prefabricated chunks (r=-0.575). Besides, English writing achievements and prefabricated chunks are positively correlated with each other (r=0.875).
Finally, the upper and lower limits of bootstrap 95% confidence interval do not contain 0, illustrating that writing anxiety plays a mediating role between prefabricated chunks and English writing achievements.

Pedagogical Implications for English Writing Teaching in Senior High Schools
Among these three variables in this research, prefabricated chunks influence both writing anxiety and English writing achievements and writing anxiety also influences English writing achievements. Then the pedagogical implications are discussed centered on the prefabricated chunks and writing anxiety.
First, prefabricated chunks are negatively correlated with writing anxiety and positively correlated with English writing achievements. Therefore, to relieve senior high English learners' writing anxiety and to improve their English writing scores, teachers should consciously select some useful prefabricated chunks in their textbooks and guide students to accumulate more when doing extensive reading. To help students easily retrieve and use the chunks in their writings, teachers should spend more time checking whether students know how and in what circumstances the chunks should be used.
Second, because there is a negative correlation between writing anxiety and English writing achievements and writing anxiety even plays a mediating role between prefabricated chunks and English writing achievements, teachers should adjust their teaching ways with the reference to the following examples to create a stress-free environment for students to write. When teachers feel most students are at a high level of anxiety, they can reduce the frequency of writing examination, or ask students to write a composition in groups or peers. Without too many writings to be revised, students may feel less strained. As for peer or group work, during which all the participants involved contribute to the theme and the framework, the pressure on individuals will be lessened. What's more, teachers can also adjust their standards to evaluate students' compositions so as to improve students' confidence. If students gain relatively high marks, they may obtain the motivations to write another piece next time. Furthermore, teachers can also select the topics or genres students are much more familiar with when most students are anxious about writing. In this way, because they know how to write and what to write about this topic, the degree of their anxiety will be lowered.

Limitations of the Study and Suggestions for the Future Research
This research mainly discusses the relationship among prefabricated chunks, writing anxiety and English writing achievements. However, due to the duration of the research time and the limited resources, there are still some limitations which need to be improved.
First, the number of subjects involved in this study is limited. This study only includes 174 students in Grade 1 which are not enough to study the current situation of senior high English learners. Thus, future researches should include more subjects ranging in different stages, such as students from different grades in senior high schools, so as to better reflect the actual situation of what it studies.
Second, this study only involves quantitative research, which is not comprehensive to present the entire situation of senior high English learners' writing degrees, so the qualitative research needs to be added, such as interview, to enhance the reliability and validity of the study.
Third, as for the questionnaire to test the degree of senior high English learners' writing anxiety, due to the differences in subjects, some items were deleted while some were added according to the features of senior high English learners. Although after the pilot study, the reliability and validity are acceptable, to gain more scientific and reliable results, the questionnaire still needs to be polished and improved.
Fourth, in this study, only three major variables are involved. But for writing anxiety, it has various potential sub-terms, which also needs to be explored in detail. And for prefabricated chunks, it also has four types which may have varying degrees of influence on writing anxiety and English writing achievements. If the future study can take all these variables into consideration, the study may become more comprehensive and conducive.
All in all, hope future studies can avoid these limitations and gain more constructive achievements in this field.
(1) Only one option can be selected for each question (2) Every question needs to be answered