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es ofaction to make certain achievements in a given situation. For self-efficacy isdomain-specific, different researchers in different fields put forward their owndefinition of self-efficacy, while the nature of these different definitions is the same, it isthe subjective judgment of one’s capability to achieve the beforehand goal. Thus in theacademic area, self-efficacy means the academic self-efficacy, in other words, it is thestudents’ belief in their ability to successfully exercise academic actions. This thesis isto study self-efficacy in English writing, so self-efficacy is the writing self-efficacy,which means English writers’ judgment of their capability to fulfill a given writing task,such as a narrative composition, an argumentative composition. According to the required task in the specific domain, self-efficacy functions as amultifaceted system (Benight, 2004). Therefore, it involves two basis judgments: one isthe judgment of one’s action to produce given attainments; the other is the judgment ofone’s ability to succeed in achieving designated performances. Meanwhile, self-efficacyassociates closely with other psychological states and affective factors, which influenceEnglish writing by the mediation of self-efficacy.
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2.2 English Writing Proficiency
Writing is not as simple as imparting information, but it is a rather complexprocess, in which not only cognitive factors play a role in the writing performance, butalso psychological and social factors influence students’ writing behavior. For EFLwriters, English writing is the most demanding and challenging task among the fourlanguage skills. And English writing proficiency is the concept frequently mentioned inEnglish writing. English writing proficiency is the ability to construct a given text. According toScarella and Oxford (1992), English writing proficiency includes several inseparableparts. Firstly, it is the macro-strategy ability, which involves clarifying the writingrequirement, determining the theme, and then doing preparation work for the writingtask. Secondly, it is the discourse ability, which means constructing a given text bygiven structural patterns and cohesive devices. Thirdly, it is the sociolinguisticcompetence, which means adjusting specific compositions to the social context andintended readers. Lastly, it is the grammar ability, which means the accurate use ofpunctuation, word spelling, lexical collocations and syntactic structure.Writing proficiency is the generative capability, and a proficient writer can applywhat he has grasped into fulfilling the future writing tasks, including languageknowledge, writing skills and the awareness of audience in a given context.
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Chapter 3 Methodology......26
3.1 Research Questions........26
3.2 Subjects ........26
3.3 Instruments.........27
3.3.1 Questionnaire of English Majors’ Writing Self-efficacy .......27
3.3.2 English Writing Proficiency Test .......28
3.3.3 Interview ........29
3.4 Teaching Procedure........30
3.5 Data collection and Analysis......33
Chapter 4 Results and Discussion .......36
4.1 Results....36
4.2 Discussion ....46
4.3 Suggestions on English Writing Teaching .........49
Chapter 5 Conclusion .........57
5.1 Major Findings.........57
5.2 Pedagogical Implications .....58
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