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本文是一篇初中英语教学论文，笔者认为在写作教学中运用动态评价对提高学生的写作自我效能有很大的潜力。因此，建议教育工作者考虑将动态评价融入写作教学中，以进一步提高学生的写作自我效能感和写作兴趣。

Chapter One Introduction

1.1 Research Background

Writing,as one of the language skills,is a creative mental process that reflectsthe learner’s overall linguistic capabilities and requires learners to have a certain levelof information input and output ability.Acquiring good writing skills demands notonly a certain level of language proficiency but also the incorporation of students’experiences and ideas.Therefore,it is considered by many people as the mostchallenging part of language skills.Meanwhile,teaching Assessment serves as acrucial element in teaching,enabling educators to evaluate the learning progress oftheir students.To enhance students’writing skills in English language education andto align with the direction of curriculum reform,it is for teachers to modify theirteaching methodology and proactively introduce innovative Assessment methods.

However,the current situation of English writing among junior high schoolstudents is bleak,and there are two main reasons.In the first place,in many Englishclasses,the assessment of writing teaching is still based on traditional and staticmethods.Specifically,the subject of assessment is narrow,and students are in apassive and one-way state during the evaluation process.Additionally,the content ofthe assessment is limited to the completeness of students’compositions and grammaraccuracy,with little attention paid to their emotional experience,attitude,and values(Wang,2020).Despite the promotion of formative assessment in recent years,someteachers still prioritize the summative assessment,which assesses students’writingability based solely on their final scores(Hu,2021).

1.2 Research Purpose

Currently,several scholars in China have investigated the application of DA toEnglish writing classes in colleges and middle schools,and their findings have shownthat DA can improve students’writing interest,writing attitudes,and writingperformance(Chen,2020;Wu,2022;Zhao,2019),but few studies have combined DAwith other variables for more in-depth exploration.In addition,some researchers havedemonstrated that writing self-efficacy,a motivational variable,positively impactslearners’writing performance(Bruning et al.,2013;Pajares,2003;Teng Sun&Xu,2018).As an essential intraindividual trait,self-efficacy provides a unique perspectivefor exploring individual self-perception and developmental patterns,and it is a pilotfor studying the mechanisms and effects of DA(Jia,Yang&Zhang,2022).

By drawing upon the DA flow chat designed by Zhang Yanhong(2012)forcollege English writing teaching and considering junior high school students’Englishcognitive level and teaching context,this study has developed a DA framework thatintegrates teaching,learning,and assessment.The aim is to investigate the extent towhich DA enhances junior high school students’English writing self-efficacy and thespecific dimensions in which it manifests.Additionally,the study explores the effectsof DA on the writing self-efficacy of students with varying levels of writingproficiency.Overall,this research seeks to validate and expand the scientific andrational application of DA in junior high school English writing teaching.

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