| Self-efficacy and writing strategy are essential factors for writing performance.This study is based on Bandura's self-efficacy theory and writing strategy theory,and aims to probe into the relationship among writing self-efficacy,writing strategy and writing performance.The subjects of the study were selected from the sophomores of English majors at Qingdao University of Science and Technology.Two questionnaires and a writing test were employed to collect the data.Moreover,Excel 2019 and SPSS 20 were adopted to analyze the relevant data.The study mainly explores the following questions:(1)Is there any significant correlation between English majors' writing selfefficacy and writing strategy use? If there is,what is it?(2)What are the differences between high-level and low-level students in their writing self-efficacy?(3)What are the differences between high-level and low-level students in their use of writing strategies?Based on the analyses of the relevant data and discussion,the study concluded the following findings: Firstly,English majors' writing self-efficacy and writing strategy are both at the medium level,and there is a significantly positive correlation between writing self-efficacy and writing strategy,which is at the moderate level.Secondly,writing performance is significantly and positively correlated with writing self-efficacy and its sub-scales.Furthermore,there exist significant differences between the high-level students and low-level students in their writing self-efficacy.Besides,writing strategy and writing performance are significantly and positively correlated.In addition,there is a significant difference between the high-level students and low-level students in the frequency of their writing strategy use.That is,the high-level students use writing strategies more frequently.Based on the major findings,some pedagogical implications are provided for English teachers in teaching writing. |
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