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English writing not only embodies learners’ comprehensive language ability, but also reflects their individual thinking pattern to a large extent for English writing is a very difficult language output task that it is both a complex cognitive activity and an affective activity. It is inevitably influenced by affective factors such as writing anxiety and writing self-efficacy. Since the 1970s when humanistic psychology emerged and developed, foreign language teaching has become student-centered, and the influence of students’ affective factors on college English teaching has been drawn more and more attention. “Writing anxiety mainly refers to the anxiety and behavior of foreign language learners in the process of writing. They point out that writing anxiety interferes with the smooth running of the writing process and leads to writing difficulties, which cause learners’ anxiety and negative feelings about writing tasks and activities and reduce their expectations for success in writing.” (Daly & Miller, 1975:242-249) Social Learning Theory (SLT) emerges in the 1960s and 1970s, adopting and criticizing traditional behaviorism during the process. It is a new type of behaviorist system that formed as a response to the crisis of behaviorism and a reception to the influence of emerging cognitive psychology. The emphasis of it is the status of subject factors, which is thought to be essential for human learning and has a decisive role for the development of human potential. According to Bandura’s self-efficacy theory, writing self-efficacy refers to the writer’s ability to accomplish a particular writing task (Bandura, 2014). Foreign studies have shown that learners’ attitudes and beliefs are significant in writing (Faigley & Hansen, 1985), and the study of self-efficacy may provide promising ideas for reforming writing instruction (Beach, 1989).

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1.2 Research Significance

In view of the theoretical significance, this study attempts to combine the two theories—English writing anxiety and English writing self-efficacy together that few studies do research in this way, ecologically observe the impact of English writing anxiety and English writing self-efficacy on the English writing performance of Engineering students, as well as to mathematically explore the relationship among the three variables. The two theories—English writing anxiety and English writing self-efficacy are taken together as a whole, forms a new theoretical framework of affective factors. As to the practical significance, some feasible suggestions, which provide ideas for English linguistic talent cultivation and discipline construction, are proposed on the basis of the questionnaires data analysis and interview discussion, from the perspective of teachers and students. The status quo is explored accordingly.

Chapter Two Literature Review

2.1 Previous Studies on English Writing Anxiety

During learners’ English learning, anxiety plays an important role. The inability to overcome obstacles to English language learning or to achieve desired learning goals results in learners’ loss of self-confidence and anxiety accompanied by a state of ner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。