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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-08-05编辑:lgg点击率:4363
论文字数:38400论文编号:org201408041235275011语种:英语 English地区:中国价格:$ 66
摘要:作为一篇英语专业毕业论文,本文主要研究同伴反馈对非英语班学生习作自我效用影响。
Chapter 4 Data Analysis
4.1 Data analysis of writing self-efficacy test scale
In order to gain a deeper understanding of the status quo of non-English majorstudents’ writing self-efficacy in Yanshang University, the researcher analyzed andcalculated the mean and standard deviations of the subjects' responses to the two parts ofthe scale through using the method of descriptive statistics. The results which show thesubjects’ writing self-efficacy perceptions are presented in Table 4.1. Table 4.1 includes three segments which consist of a total of 25 questions and itpresents the descriptive statistics of each scale of writing self-efficacy one by one.Segment one presents a description of the general writing self-efficacy. Segment two with15 questions provided a description of the self-efficacy perceptions on writing tasks andthe last segment which cover 10 questions are related to the results of self-efficacy beliefson writing skills. As the table displays, the average score of writing self-efficacy is2.5000.
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Conclusion
Chapter Five mainly contributes to summarize the major findings and practicalimplications. Then it points out the limitation of this paper and presents the suggestionsfor the further study. Since writing self-efficacy is an internal-cognitively construct,qualitative research in this area may offer more evidence concerning the dynamic changeof students’ self-efficacy during the learning process. The whole study is conducted on thebasis of the quantitative and qualitative data, and the analysis of the empirical study isdivided into three questions.As for the first question, the major findings which show out from the empirical studyare as follows: Firstly, the writing self-efficacy of subjects in Yanshan University is notrelatively high. The overall study results show that their English writing self-efficacy arenot satisfactory. For most students, they do not hold high confidence in the writing process.Self-efficacy on both writing tasks and writing skills are indicated not high. Most of theparticipants think writing in English is difficult and they felt more or less difficult tocomplete easy writing tasks like writing a letter in English to their family members orfriends, not even an English book review when they finish reading a book.
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Reference (omitted)