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fficacy theory. Generally speaking, writing self-efficacy beliefs are generalperceptions of their capabilities in the domain of English writing. For instance, thestatement 'I think I am a good writer' suggests the writer's perception that s/he has thecapability to write effectively. Pajares and Valiante once thought (1997), writingself-efficacy translates into a strong sense of confidence for the task of writing, and it isnot difficult to find writing self-efficacy concept differentiated from the concept ofself-efficacy Bandura proposed. Though he emphasized the specificity of self-efficacy, hedid not find that self-efficacy vary from field to field. Self-efficacy structures change invarious kinds of domains, which differ from Bandura's tenet of self-efficacy concerningsubjective judgment to complete given tasks instead of tasks themselves. Generallyspeaking, there are three standpoints on writing self-efficacy structures. 1. McCarthy,Meier, and Rinderer (1985) offered the definition of self-efficacy writing, which is thestudent’s self-evaluation of his or her own writing-skill. 2. Writing self-efficacy is alsoregarded as the individual’s judgments of his or her ability in the aspect of writing,particularly his or her ability of writing various writing-tasks and varied compositions, usages, and mechanical-skills (Pajares, 1993). 3. The other definition is the combination ofthe formers. Shell and Murphy (1989) thought that writing self-efficacy is composed oftwo parts. The first is the confidence for the student to perform particular writing-skills ina successful way like grammar, usage, composition, and mechanical-skills such as correctpunctuation or organization with the purpose of obviously expressing a topic. The secondis confidence for the student to complete particular writing-tasks in a successful way likewrite a paper, short-fiction stories or letters to friends.
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2.2 Peer feedback
Based on Mangelsdorf’s research (1992), Peer review, also regarded as peer tutoring,peer response, peer revision, peer editing, peer critique, peer comment, or peer feedback,is a kind of ordinary activities in process oriented writing classes when the student readsclassmate’s drafts and offers advices for revising the draft after the first draft is finished .Peer feedback is the use of learners as sources of information and interaction for eachother in such a way that learners assume roles and responsibilities normally taken on by aformally trained teacher, tutor, or editor in commenting on and critiquing each other'sdrafts in written or oral formats in the process of writing (Liu &Hansen 2000).When students read the first draft and provide writers with the comments, peerswould help the writer realize the purpose of evaluating and improving the paper’s content,clarity, and organization. In peer feedback, the student gets feedbacks from groupmembers. In the beginning, informal-peer-review session generally consists of a group of3 or 4 students, they read or listen to peers’ drafts and comments on problems andquestions.
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Chapter 3 Research Methodology.... 26
3.1 Research design ....... 26
3.2 Research subjects..... 27
3.3 Writing self-efficacy scale......... 28
3.4 Research procedure ....... 29
3.5 Data collection ....... 33
Chapter 4 Data Analysis ....... 34
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