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论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2023-12-23编辑:vicky点击率:322
论文字数:56966论文编号:org202312190948139849语种:英语 English地区:中国价格:$ 66
摘要:本文是一篇高中英语论文,本研究以广东省河源市某中学的两个高一平行班作为研究对象。在实验前发放调查问卷以测量学生的英语写作自我效能感水平。
(1) Can comparative continuation improve senior high school students’ English writing self-efficacy?
(2) What are the differences between the effects of comparative continuation on senior high school students’ English writing task self-efficacy and English writing skill self-efficacy?
Chapter Two Literature Review
2.1 Definitions of Core Concepts
2.1.1 Writing self-efficacy
Self-efficacy refers to people’s judgment about personal abilities (Bandura, 1986). Later, on the basis of Bandura’s research, many scholars conducted a more profound and more comprehensive study on self-efficacy and believed that self-efficacy is indeed universal and acts in different fields. Hence, self-efficacy in different areas has the same structural characteristics as the “self-efficacy” mentioned by Bandura. This includes writing self-efficacy. According to Bandura’s (1986, 1997) self-efficacy theory, writing self-efficacy is a writer’s confidence in his or her ability to accomplish a specific writing task. There are three views on the structure of writing self-efficacy. One perspective defines that writing self-efficacy is students’ confidence evaluation of the effective use of writing skills (McCarthy, Meier & Rinderer, 1985), while the other perspective defines it as students’ judgment of ability to successfully complete specific writing tasks (Graham & Harris, 1989). An additional perspective, which combines the previous two perspectives, proposes that writing self-efficacy comprises two distinct components: self-efficacy judgment of successful use of specific writing skills and self-efficacy judgment of successful completion of specific writing tasks (Shell, Murphy & Bruning, 1989), namely, writing task self-efficacy and writing skill self-efficacy. Specifically, writing task self-efficacy refers to the writer’s belief that he or she can successfully complete a certain writing task, such as writing an email or writing a response to a specific situation.
2.2 Previous Studies on Writing Self-efficacy
The literature on writing self-efficacy mainly focuses on five aspects: current situation of students’ writing self-efficacy, the research of scales, the correlation between writing self-efficacy and writing anxiety, writing performance, and improvement.
2.2.1 Current situation of students’ writing self-efficacy
Tang and Xu (2011), Li and Liu (2013) have similar research results: the average self-efficacy of first-year non-English major students in English writing is lower than 3.5 points (5 points) or 70 points (100 points), and they are generally at a medium or low level. However, according to Pan (2015), the overall level of self-efficacy in English writing was 52.83 points (full score: 90) in the study of four non-English majors in a university, failing or at a low level. Gu and Li (2018) studied the English writing self-efficacy of junior middle school students and concluded that the overall English writing self-efficacy, English writing skill self-efficacy and English writing task self-efficacy of junior middle school students were respectively 2.94, 2.81, and 3.08 (on a 5-point scale), which were at a low level. Ji (2019) and Zheng (2020) also came to a similar conclusion in their research on senior high school students’ English writing self-efficacy: the level of 本论文由英语论文网提供整理,提供论文代写,英语论文代写,代写论文,代写英语论文,代写留学生论文,代写英文论文,留学生论文代写相关核心关键词搜索。