An Experimental Study On Effects Of Dictogloss On English Writing Self-Efficacy Of Senior High School Students

English writing is a complex cognitive process and an emotional activity,as well as comprehensive manifestation of students’ English performance.In routine teaching,learners’ poor performance in English writing and lack of self-confidence can be partially attributed to their own affective factors,among which low English writing self-efficacy might be one of the main causes.Writing self-efficacy can be summarized as students’ belief in their ability to successfully complete a certain writing task,while dictogloss emphasizes cooperation,interaction and communication among students.During the dictogloss teaching,students are required to reconstruct what they have heard through active discussion and collectively complete the reconstruction of the original text.Drawing from Affective Filter Hypothesis,Comprehensive Output Hypothesis and Cooperative Learning,this research applies dictogloss to English writing teaching,aiming to ascertain if students’ English writing self-efficacy will be improved through the cooperative reconstruction activities offered by dictogloss.Therefore,this study addresses three research questions:(1)Does dictogloss affect students’ English writing self-efficacy in senior high schools?(2)Does dictogloss affect students’ English self-efficacy in completing writing tasks in senior high schools?(3)Does dictogloss affect students’ English self-efficacy in using writing skills in senior high schools? If yes,in what aspects? If no,what might be the reasons?The study involved 63 students from a senior high school in Guangzhou as the research participants,which are randomly divided into the experimental group(EG)and the control group(CG).The experiment lasts for eight weeks,with dictogloss method employed in EG,while conventional writing teaching method carried out in CG.Before the experiment,a writing self-efficacy pre-questionnaire is employed in CG and EG.After the experiment,a writing self-efficacy post-questionnaire is utilized in CG and EG,and 8 students in EG were selected for interviews.Through analysis of the data collected,the research has three major findings.1.The application of dictogloss to English writing teaching can effectively improve senior high school students’ English writing self-efficacy.2.The implementation of dictolgoss in English writing teaching can effectively improve senior high school students’ English self-efficacy in completing writing tasks.3.The employment of dictogloss in English writing teaching can effectively improve senior high school students’ English self-efficacy in using writing skills,including the improvement in the aspects of punctuation and spelling,language expression and writing organization.It is recommended that teachers adopt a combination of dictogloss teaching and conventional approach to more effectively improve senior high school students’ writing self-efficacy and writing performance.