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vous fear. Writing anxiety refers to behaviors such as refusal to write and fear to be read or reviewed by others. They argue that writing anxiety is not a general mental strain, but a more intense level of anxiety or fear. “Writing anxiety can distract learners and impair their composition quality”. (Daly & Miller, 1975:242)

2.1.1 Scale Compilation

In 1975, Daly and Miller first propose the Writing Anxiety Measurement (WAM) scale, which is conducted for the pursuit of a systematic study on students’ writing anxiety by the form of questionnaire among students. From then on, many scholars domestic or foreign take this scale as main instrument to explore students’ writing anxiety description analysis. Bline et al. (2001) re-examines the factor scores of the WAM scale using factor analysis and similarity analysis and the result shows that the WAM scale is a valid instrument for measuring writing anxiety in a foreign language. Through comprehensive consideration and reference of previous studies, Cheng (2004) compiles Second Language Writing Anxiety Inventory (SLWAI), which mainly includes three factors: somatic anxiety, cognitive anxiety and avoidance behavior, which are used to measure the anxiety of English writing and foreign language writing. And related studies have proved that the scale has good internal reliability, retest reliability, convergence validity, discriminant validity and calibration correlation validity, so it is a scale with high reliability and validity. But Guo Yan and Qin Xiaoqing’s (2010) revised version of Cheng’s SLWAI aiming at revealing college non-English majors’ anxiety, is more consistent with the subjects in this study. Also, Guo and Qin’s (2010) revised version has been proved to have high reliability and validity. 

2.2 Previous Studies on English Writing Self-efficacy

Bandura thinks that self-efficacy beliefs have a great influence on human, more specifically, it impacts the role of making choice, the role of motivation, the role of thinking patterns and affective reactions and the role of mediator of cognition and performance. Bandura argues that self-efficacy is very important in determining what choices a person should make. He also notes that those who with high self-efficacy are more likely to choose and perform more difficult activities. Both the effort and persistence are impacted by subjects’ self-efficacy and it also influences subjects’ effort during their action, as well as their persistence and resilience when individuals encounter difficulties, setbacks and obstacles. Persistence and resilience are one of the basic requirements for success, especially in difficult jobs. People with low self-efficacy will not believe that they can accomplish the task at hand. With this perception, they will not be able to believe in themselves or their true abilities, and they will feel stressed. Self-efficacy can be thought of as bridging the gap between the meditative role and the cognitive engagement of the learner that allows for the more frequent use of cognitive strategies. This can result in a significant improvement in final performance. English writing self-efficacy discussed in this thesis refers to college students’ confidence or subjective judgment about whether they can complete a specific English writing task (Bandura, 1999:10-24). 

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