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English writing self-efficacy of senior high school students is not optimistic, with the average score lower than 3.5 points (on a 5-point scale). He and Zheng (2013) had a slightly better result on the English writing self-efficacy of junior students of the English major: the scores of overall English writing, skill, and task self-efficacy of English majors were 3.114, 2.896, and 3.387 respectively (5-point scale), which were in the middle level. In terms of task and skill efficacy, according to the research conclusions of Gu and Li (2018), He and Zheng (2013), students’ English writing task self-efficacy is higher than English writing skill self-efficacy, that is, students’ confidence in completing English writing tasks is higher than their confidence in using English writing skills. However, Tang and Xu (2011), Li and Liu (2013) came to the opposite conclusion: students’ English writing skill self-efficacy was higher than English writing task self-efficacy. Therefore, although the research objects are different, on the whole, domestic researches on self-efficacy in English writing come to the conclusion that students’ English writing self-efficacy is at a medium or low level. So the researcher reckons that the English writing self-efficacy of senior high school students is also the same. 

Chapter Three Theoretical Foundation ....................... 23

3.1 Input-output Hypothesis............... 23

3.2 The Xu-argument ......................... 25

3.3 Self-efficacy Theory ........................... 27 

Chapter Four Methodology ................................... 32

4.1 Research Questions ................................... 32

4.2 Participants ............................... 32

4.3 Instruments ................................. 33

Chapter Five Results and Discussion ............................. 47

5.1 Results of the Pre-questionnaire ............................ 47

5.1.1 Results of the English writing self-efficacy of the pre-questionnaire in the EC and the CC ......... 48

5.1.2 Results of two dimensions of English writing self-efficacy of the pre-questionnaire in the EC and the CC ..... 48

Chapter Five Results and Discussion

5.1 Results of the Pre-questionnaire

Questionnaire of Senior High School Students’ English Writing Self-efficacy was given out twice in this study. On the one hand, before the treatment, the researcher issued a pre-questionnaire, collected the scores of students’ English writing self-efficacy, and conducted Independent Samples t-Tests with the software SPSS 26.0. The purpose is to investigate whether there is a significant difference between the level of students’ English writing self-efficacy of the EC and the CC. On the other hand, after the treatment, the researcher distributed a post-questionnaire, collected the scores of students’ English writing self-efficacy, and conducted Independent Samples t-Tests, and Paired Samples t-Tests with the software SPSS 26.0. The purpose of this study is to investigate whether comparative continuation changes the level of students’ self-efficacy in English writing. The results are as follows. 

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