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Chapter One Introduction

1.1 Background of the Present Study
Listening, speaking, reading, writing and translating are five key skills of Englishlearning. Among which writing plays an important role in college students’ Englishlearning. Writing is a kind of effective verbal communication form. More importantly,improvement of writing skill can make the knowledge of target language betterinternalized and employed automatically. Therefore, the study on writing is verynecessary. College English Curriculum Requirements released in 2007 made somebasic requirements on students’writing skill as follows:Students should be able to complete writing tasks for general purposes, e.g.,describing personal experiences, impressions, feelings, or some events and toundertake practical writing. They should be able to write within 30 minutes a shortcomposition of no less than 120 words on a general topic, or an outline. Thecomposition should be basically complete in content, clear in main idea, appropriatein diction and coherent in discourse. Students are expected to be able to have acommand of basic writing strategies.As an indispensable part of English teaching and learning, English writing hasbeen researched by more and more researchers. Zhao Junfeng, Hao Jing and GaoYanming(2010) analyzed the previous literature and found that most studies about theEnglish writing mainly refer to three aspects:(1) writing teaching (2) writing test andevaluation (3) factors that influence writing. As for studies of current English writingstatus, Zhang Xuemei (2006) investigated the college English writing learning andteaching status among the teachers and students in nine types of universities ofnorthern China, and found that there are some problems in current college Englishteaching, such as inadequate attention to the teaching and practice of writing, poorquality of feedback on the writing, limited class hours, mixed class, heavy burden ofteachers and so on. Cai Huiping＆Fang Yan (2006) also carried out a study on thecollege students English writing situation, and they concluded that (1) Chinesestudents’ writing situation is not optimistic, and the students are not satisfied with thepresent English writing teaching. (2) The students still have some difficulties inwriting such as lack of English vocabulary, having no ideas about what to write andhow to write, having no ideas about the requirements of different genre in the aspectsof content, organization and language. Some other studies also showed the similarwriting status and existing problems of current college English writing in China(Wang Lifei, 2005).
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1.2 The Purpose and Significance of the Present Study
Graham and Harris (1996) held the view that self-evaluation can help themedium-level and low-level students enhance the quality, length and organization oftheir composition; meanwhile, it can change their beliefs and attitude towards writing.Based on the previous studies and the need of present study, the four purposes of thestudy are made by the author.The present study is undertaken to explore the effects of positive self-evaluation on college students’ English writing self-efficacy, writing performance and therelationship between their English writing self-efficacy and their English writingperformance with quantitative and qualitative methods. Therefore, the purposes of thisstudy are as follows:Firstly, the study will make positive self-evaluation and w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。