A Study Of The Relationship Between Self-efficacy And English Writing Achievements

The purpose of this thesis is to investigate the relationship between Chinese senior high school students'self-efficacy and their English writing achievements to find out effective ways to improve students'English writing achievements. The research questions are:What is the current situation of Chinese senior high school students' self-efficacy and their English writing? What is the relationship between self-efficacy and English writing achievements? After the literature review, the author draws the hypothesis:Students'self-efficacy and English writing achievements are positively correlated. Self-efficacy has an effect on English writing achievements. Self-efficacy can be enhanced and its improvement can promote students'English writing achievements or vice versa.In order to verify the hypothesis, both quantitative (questionnaire, writing test and teaching experiment) and qualitative (interview) methods are used in this study. Two classes of senior grade two from Xi'an Tian Jiabing Senior High School participate in this study. Class13is the experimental class and class11is the control class. Before the experiment, the situation of self-efficacy and English writing achievements of the two classes as a whole sample are studied. Besides, the correlation of pre-test of questionnaire and English writing achievements of two classes as a whole sample is also analyzed. Then process approach of English writing teaching is instructed to the experimental class, whereas the control class is still instructed with the traditional product approach. Statistics can be gathered from pre-test and post-test of questionnaire and English writing achievements for two classes as well as the interviews for teachers and the experimental class.By means of analysis and discussion, the following conclusions are reached:First, students'self-efficacy is neutral and there is obvious gender difference and difference in self-efficacy between high-level and low-level students. Students'self-efficacy varies in terms of their English writing achievements, showing a positive correlation between self-efficacy and English writing achievements. Secondly, students'English writing achievements are neutral and the gender difference is not apparent. Thirdly, there exists distinct and positive correlation of self-efficacy and English writing achievements. Pearson correlation coefficient is0.485and Sig.(two-tailed) is0.000, below the significant difference level (0.05). The correlation is significant at the0.01level (two-tailed). Fourthly, the experimental class has attained greater progress both in self-efficacy and English writing achievements than control class, which indicates the intervention of process approach has promoted the experimental class'self-efficacy and the enhanced self-efficacy has improved their English writing achievements. This also shows the positive correlation between self-efficacy and English writing achievements. Fifthly, the analysis of the additional items in the post-questionnaire and the interview of the experimental class after the experiment also demonstrate the positive correlation between self-efficacy and English writing achievements. In a word, self-efficacy and English writing achievements are distinctly and positively correlated. Self-efficacy has an influence on English writing achievements. Self-efficacy can be enhanced by process approach, and the enhanced self-efficacy can promote students'English writing achievements or vice versa. This study is significant to the enrichment of the relevant study as well as offering some implications for English writing teaching.