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riting self-efficacybetter understood.Secondly, the study will find out the effects of positive self-evaluation on collegestudents’ English writing self-efficacy in terms of English writing task self-efficacyand English writing skill self-efficacy;Thirdly, the study will research positive self-evaluation on college students’English writing performance in terms of holistic score, content, organization,grammar, vocabulary and mechanics (punctuation and spelling etc.).In the end, the study will examine the relationship between their English writingself-efficacy and their English writing performance.
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Chapter Two Literature Review

2.1 Self-evaluation
Self-evaluation is not only a process but also an activity. It was introduced tolanguage teaching by Oscarson in 1980. And then it received more and more attentionby the researchers in the different areas including the field of foreign languagelearning and teaching. Oscarson and Falchikov(1989) defined the self-evaluation asthe involvement of students in evaluating their own learning, especially theirachievements and the outcomes of their learning. It is a good means by which thestudents can evaluate their language learning by themselves; besides it is in accordwith current trend of language teaching and learning, which advocates the studentsresponsibility and student-centered. The concepts of self-evaluation were also definedby other experts as follows:David Boud (1995): Self-evaluation is the activities for which the students set thestandard or benchmark and judge the degree of having reached them.Li Yanbing (2002): Self-evaluation is the judgments made by the students based ontheir self-awareness on themselves or development of some qualities according totheir approved evaluation standards.
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2.2 Self-efficacy
Self-efficacy was firstly put forward by American psychologist named AlbertBandura in 1977. which was an important part of his social learning theory. Once putforward, it attracted wide attention. Finally, Bandura published his book Socialfoundations of Thought and Actions-A Social Cognitive Theory in 1986; in his book,Bandura further expounded self-efficacy systematically, and the theory frame ofself-efficacy was formed. According to Bandura(1986), self-efficacy was “people’sjudgments of their capabilities to organize and execute courses of action which wererequired to attain designated types of performances”. Schunk (1990) regarded theself-efficacy as the beliefs that the individuals have regarding the ability to attaindesignated levels of performance and how these beliefs are related to goal setting ineducational settings. Bandura (1997) redefined self-efficacy as “people’s beliefs abouttheir capabilities to organize and execute the courses of action required to producegiven attainment”. Ehrman (1996) thought that self-efficacy was the degree of the capacity which the students had to deal with the learning problems.As we can see, as a matter of fact, self-efficacy is the belief and degree ofconfidence a person has in his/her capabilities to complete particular task successfully.It can influence the behaviors a person will attempt, determine the degree of howmuch efforts the people will expand on a task, how long they will persist when theyface the difficulty, and how resilient they will have in the adverse situation. Thestronger the self-efficacy is, the greater the perseverance and resilience