An Empirical Study On The Effects Of Continuation Writing On Senior High School Students' English Writing Self-efficacy

Continuation writing is an effective way to improve the efficiency of English learning proposed by Professor Wang Chuming in 2012.Under this mode,students should read an English article with the end omitted,and on the basis of their full understanding,they are required to complete the end of the article according to the above ideas.Since it was put forward,continuation writing has been widely concerned and studied.Its researches mainly focus on its effects on the promotion of students' English writing performance,but less on the influence of continuation writing on students' emotional area,which undoubtedly plays an important role in students' learning process.Self-efficacy is an significant factor in students' emotional aspects.This concept was put forward by Bandura in 1977.It refers to people's judgment on personal ability,that is,their ability to successfully implement a specific task.Self-efficacy has a crucial impact on students' learning process and results.This thesis will enrich the research field of continuation writing--the influence of continuation writing on senior high school students' English writing self-efficacy.This study attempts to explore whether continuation writing can improve students' English writing self-efficacy and in what way it works.The main research questions are as follows: 1.What are the differences of the effects of continuation writing on senior high school students' English writing self-efficacy between achievers of high-score group and low-score group? 2.What are the effects of continuation writing on senior high school students' English writing task efficacy? 3.What are the effects of continuation writing on senior high school students' English writing skill efficacy? For this reason,the author conducts a 17-week education experiment in Nantai Senior High School of Haicheng City in the autumn semester of2019.100 students from two parallel classes of senior two are selected as the participants,one class is randomly selected as the experimental class,and the other class is the controlled class.Besides,the high-score group and the low-score group are determined in the experimental class according to students' grades in the final exam last semester.In the experimental class,continuation writing teaching mode is adopted,while in the controlled class,the traditional teaching method of English writing is adopted.The central research instrument uses in this study is Senior High School Students' English Writing Self-efficacy Questionnaire compiled by Chen Beikein 2013.The scores of the two classes in the pre-test and post-test are analyzed with SPSS,and the interview results are combined for further discussion.The results show that both high-score group and low-score group students' English writing self-efficacy is significantly improved by using continuation writing mode,but the improvement range of low-score group is larger than that of high-score group,and the overall level of English writing efficacy of low-score group is lower than that of high-score group in both pre-test and post-test.Due to the imbalance between input and output in the traditional English writing teaching method,the results show that,compared with the traditional writing teaching method,continuation writing plays a stronger role in improving senior high school students' English writing task and skill efficacy,which is mainly due to its excellent performance in helping students to accumulate writing materials,and cultivate students' evaluation ability and reporting ability.This study enlightens us to pay attention to students' emotional motivation,enrich the evaluation methods,offer more help to underachievers and design attractive teaching activities in the future.Of course,due to the limitations of subjective and objective factors,such as the inaccurate definition of traditional English writing teaching mode and the small number of samples,this study inevitably has its shortcomings.