An Action Research On The Cultivation Of English Writing Self-efficacy In Senior High School Based On Continuation Writing

As an internal driving force,self-efficacy in English writing is one of the important factors affecting learners’ English writing,which can determine learners’ attitudes towards English writing and the persistence of writing behaviors,and have an important impact on ability of students’ English writing and language comprehensive application.Relevant studies have shown that self-efficacy affects students’ achievement to a certain extent.Under the background that the new college entrance examination system puts forward higher requirements for high school students’ English writing ability,building an effective teaching model to effectively promote students’ self-efficacy in English writing has gradually attracted the attention of the scholars.English writing teaching in high school has made remarkable achievements under the guidance of the new curriculum standards,but there is still a long way to go to improve high school students’ English writing ability.Especially under the new college entrance examination system,the English test has been reformed,in which a new question type of “Continuation Writing” was added.It requires students to continue to write and develop it into a short essay that has a complete plot and structure,and is consistent with the logic and style of the given material according to the text content or the opening words of the two given paragraphs.Although new requirements have been put forward for the teaching of English writing in high schools,it also provides new ideas for the teaching of English writing.Combined with the theory of “ Continuation Writing” proposed by Professor Wang Chuming,this study constructed a new model of teaching,and conducted a 14-week action study on 80 high school students.The purpose of this study is to investigate the current situation of high school students’ self-efficacy in English writing and to improve students’ English writing self-efficacy by teaching students how to complete “Continuation Writing” task.Therefore,the research questions of this study are:1.What is the current situation of high school students’ English writing self-efficacy?Can self-efficacy in English writing be cultivated based on “Continuation Writing”?2.Is there a gender difference in self-efficacy in English writing based on“Continuation Writing”?3.Is there a difference of English proficiency in self-efficacy in English writing based on “Continuation Writing”?On the basis of the literature research method,this study uses the action research as the main research method,and uses questionnaires,interviews and test papers as auxiliary research tools to ensure the reliability and validity of the research results.Through action research,combined with the results of questionnaires,tests and interviews,this study draws the following conclusions: high school students’ English writing self-efficacy is generally lacking;the construction of Continuation Writing for action research can cultivate high school students’ English writing self-efficacy;there are gender differences in the cultivation of English writing self-efficacy and there are differences in English proficiency in the cultivation of English writing self-efficacy.Due to the limitations of teaching objects,the scale of the number of people,the basis of English,and the teaching methods,as well as the limited theoretical level of the researchers and the lack of control of the action research paradigm,the author’s action research still has great deficiencies.In the future work of teaching writing,teachers can focus on the combination of reading and writing,adjust and enrich action research strategies,and vigorously promote the positive impact of“Continuation Writing” on students’ English writing self-efficacy and writing performance.