Research On The Correlation Between The Task-Based Writing Teaching Model And College Students, Writing Self-Efficacy

English writing takes up an indispensable position in English learning for non-English majors, which is not only one of the most crucial ways of modern communication, but also one of the important standards to measure students’ comprehensive English ability. For quite some time, it is difficult for teachers to adopt the traditional writing teaching model so as to enhance students’ English writing ability and meanwhile this model ignores students’ psychological factors. Through analyzing a lot of previous researches, self-efficacy as a kind of psychological factor has a great impact on students’ writing. According to the status quo of English writing teaching, the researcher attempts to build a task-based writing teaching model on the basis of the self-efficacy theory in order to promote the quality of the college English writing teaching.The study aims at verifying whether the task-based writing teaching model on the basis of the self-efficacy theory can affect students’ writing self-efficacy and English writing ability, and answers three questions:(1) What is the current situation of non-English major freshmen’s writing self-efficacy?(2) Can the task-based writing teaching model influence students’ writing achievement?(3) Can the task-based writing teaching model influence students’ writing self-efficacy?This research randomly selected 82 non-English major freshmen of two parallel classes from Shenyang Normal University as the participants. One class was chosen randomly as the experimental class in which the teacher adopted the task-based writing teaching model to teach English writing, while the other one was the control class in which the teacher used the traditional writing teaching model. This experimental study was conducted in one semester including the pre-experiment stage, the mid-experiment stage and the post-experiment stage. The instruments of the study were the writing self-efficacy questionnaire, the English writing tests and the interview. After the experiment, the writing self-efficacy data and writing tests data were analyzed and compared by using SPSS 18.0. In terms of analyzing the results,(1) non-English major freshmen had a middle level of writing self-efficacy before the experiment. They lacked the adequate confidence in their writing ability.(2) After the experiment, compared with the scores of students in the control class, the experimental class students’ writing proficiency and writing self-efficacy were greatly increased. The experimental results show that the task-based writing teaching model can improve students’ English writing ability effectively and enhance their confidence constantly in completing writing tasks and using writing skills.In this research, the task-based writing teaching model under the guidance of the self-efficacy theory can make up for the defects of the previous studies on writing self-efficacy and task-based writing teaching, improve the status of English teaching, enhance students’ writing ability and cultivate students’ writing confidence. This research will provide some favorable reference and enlightenment for the future writing teaching in college.