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Chapter 1 Introduction

1.1 Background of the Present Study
As we live in the social community, one task people need to fulfill is tocommunicate with others, including foreigners. So language, as the most powerful toolfor human communication, has been studied from different perspectives. Writing, as asignificant way of imparting information, holds more and more significant position inSecond Language Acquisition (SLA). Elbow (1986) states, “Writing is an intricate actof meaning making.” Flower & Hayes (1981, pp.153) indicates, “Writing is a complexprocess of problem solving involving memory, planning, text generation, and revision.”So the writing skill doesn’t stand on its own, which has connections with otherpsychological factors. Regarding the current level of English majors’ writingproficiency, there is no doubt that English writing is a challenging activity for mostsecond language learners. With the proposal of communicative competence, writing, as a significant medium of communication, attracts more and more researchers in the fieldof SLA.However, English writing proficiency is still the weakest aspect of Englishlearning. Both students and teachers have devoted much time and effort in writing,which only benefits little for the improvement of students’ English writing proficiency.To better students’ writing proficiency and teachers’ teaching skills for improvingstudents’ writing proficiency, researchers begin to commit themselves to thepsychological factors affecting English writing, among which, self-efficacy, first putforward by Bandura in 1979, has been studied in different fields and its significantinfluence on writing has been gradually proved.
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1.2 Significance of the Present Study
English writing is an important aspect in English learning and teaching, whichacts as a powerful demonstration of students’ language comprehensive ability. A lot ofstudies have been done in the English writing field, a majority of which only focuses onthe writing skills of English learners and teaching approaches of teachers, neglectingsome influential psychological factors in the actual English writing activity. SinceBandura put forward self-efficacy theory, there have been considerable studies whichintend to study self-efficacy in educational setting in the west (Zimmerman & Bandura,1992,1994), and researchers in China begin to concentrate their researching attention onwriting self-efficacy (Kang Youjin & Ren Xiaojuan, 2009). However, the number ofrelated studies concerning the self-efficacy influence on writing proficiency is limited,especially for the effect of self-efficacy on English Majors’ writing proficiency. Furthermore, there have been fewer empirical studies to explore whether thegenre-process approach plays a positive role in the cultivation of English majors’ strongsense of writing self-efficacy, with the purpose to improve English majors’ writingself-efficacy by the adoption of the certain teaching approach.
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Chapter 2 Literature Review

2.1 Self-efficacy Theory
Human behavior is largely motivated by the exercise of self-influence, amongwhich, self-efficacy is the most pervading and focus factor (Bandura, 2009). Bandura(1997) defined self-efficacy as the belief in one’s ability to perform the cours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。