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1.1 Research background
Four basic skills for English learning are listening, speaking, reading and writing.Nunan (1997) thinks that among the four skills, producing a coherent, fluent, extendedpiece of writing was probably the most difficult thing in learning a language and writingwas also the most ordinary medium through which students could learn knowledge andapply their knowledge. Therefore, though writing is not an easy task, it still has becomeone of teacher’s most favorite means to assess students’ performance. In fact, writing is ahighly complex and demanding task which requires writing skills and intelligent writingstrategies in the process of writing. Furthermore, writing is one of the primary ways forstudents to use their knowledge in many educational contexts. Consequently, teaching ofwriting has always been playing an essential role in language instruction and competencetest. Nowadays, intensive attentions have been attached to the learning and teaching ofEnglish writing in China. On one hand, most students are equipped with low confidence intheir writing in English and they feel they are incapable to express the ideas and thoughtsclearly and logically. On the other hand, writing is a very important and primary test in avariety of important examinations such as CET4 and CET6, so both students and teacherstry their best to improve the quality of English writing. This situation makes most students anxious when they write in English and it is not an easy job for English teachers as well.
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1.2 Research significance
Under the situation the author has mentioned above, the researches focusing onfiguring out more effective ways to foster English learner’s writing ability basically is ofgreat significance. And at the same time, with the employment of more advancededucation methods and ways in China, new concepts are introduced. Among those newconcepts, process writing approach in English writing teaching is greatly encouraged. Inthis approach, feedback is an elementary element. Peer feedback has been proved toimprove students’ writing proficiency in an effective way. Firstly, peer feedback is helpfulfor students to develop the critical thinking and enhance their competence in problemanalysis and problem solving. Secondly, peer feedback activities is an effective way tomake students interested in English writing assignments and sooth their writing anxiety tosome extent. Thirdly, peer feedback can be used together with teacher feedback to makestudents focus not only on the writing dimension of grammar and vocabulary, but also onthe dimension of content and organization.There have been many researches on self-efficacy since Bandura proposed it. Relatedresearches have confirmed that facilitating writing self-efficacy is beneficial to teachingand learning of L2 writing in high school. It is agreed that students’ self-efficacy plays acrucial role in their learning, and high self-efficacy helps students make good learningachievements. In writing filed, writing self-efficacy can predict and influence students’English writing learning and performance.
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Chapter 2 Literature Review

2.1 Writing self-efficacy
Writing self-efficacy was firstly coined by Frank Pajares (2003) after Banduraproposed self-e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。