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In addition to being a cognitive activity, writing is also a unique affective activity. According to Faigley (1985), affective factors such as the learners’ attitudes and perceptions have a significant effect on the writing process. Consequently, students’ writing skills are influenced not only by their English foundation and cognitive development level, but also by numerous non-cognitive factors. The ability to write in English is an essential skill for students to acquire, and it is also a significant indicator of their language application and cognitive skills. In addition, Grabe and Kaplan (2002) asserted that developing one’s writing skills is essential for language learners. Therefore, the development of writing skills is of utmost importance in language acquisition.

Writing self-efficacy, that is, confidence in one’s writing ability, can better help learners complete writing tasks (Pajares & Valiante, 1997), and English writing self-efficacy has a significant positive correlation with English writing level and even the overall English level (Li & Liu, 2013; Shell, Murphy & Bruning, 1989; Tang & Xu, 2011). Additionally, according to Frank and Pajares (2010), exploring self-efficacy is an especially promising avenue for investigating effective techniques in writing teaching and Beach (1989) reckoned that the study of self-efficacy offers vast potential for the advancement of writing teaching. Therefore, students’ writing self-efficacy undoubtedly plays a vital role in writing. However, domestic studies on English writing self-efficacy have come to the conclusion that English writing self-efficacy is at a medium or low level. This is due to the fact that most scholars and teachers have for a long time focused on improving students’ writing ability from the perspective of writing skills or grammar knowledge while ignoring students’ cognitive psychological factors.

1.2 Research Objectives

As has been mentioned, comparative continuation, as a continuation mode that overcomes limitations, may improve the writer's writing self-efficacy. Its underlying principle and specific experimental process need to be further studied. To be exact, the objectives of this thesis are as follows.

First of all, by sorting out relevant research at home and abroad, the research determines the operation steps of comparative continuation, clarifies the structure of English writing self-efficacy, and sorts out previous relevant research on comparative continuation and English writing self-efficacy, so as to provide a scientific theoretical basis for the improvement of English writing self-efficacy. Secondly, the research applies comparative continuation, a new mode of the continuation task based on the xu-argument, to the English writing teaching in senior high school, and uses the experimental research method to explore the following research questions to provide corresponding teaching suggestions for teachers, and constantly promote teaching reflection, so as to improve students’ English writing self-efficacy, and then cultivate students’ language ability to develop students’ English core compet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。