An Empirical Study On The Effects Of Multi-subject Evaluation On Junior School Students’ English Writing Self-efficacy

Assessment is an essential link in the English teaching.Traditional writing assessment has a single subject area,which ignores students’ subject status.Multi-subject assessment is a mode of writing assessment that combines student self-assessment,peer assessment and teacher assessment.Compared to summative assessment,multi-subject assessment pays more attention to students’ learning process,focuses on students’ subject status,and reinforces the interaction between assessment topics,helping to promote the comprehensive development of students’ basic literacy and writing skills in English.Furthermore,the new curriculum standard emphasizes that a learner-centred pedagogical concept should be established in foreign language teaching.Students’ non-intellectual factors such as emotional factors should be given more attention.In studying emotional factors,self-efficacy has always been a hot issue in foreign language teaching and has attracted significant attention.English writing self-efficacy is an individual’s subjective judgment on whether or not they can write English.There are two dimensions to the composition of English writing self-efficacy: self-efficacy for writing technique and selfefficacy for the writing task.Writing skills self-efficacy refers to a student’s confidence in successfully using a specific writing skill,such as the correct use of punctuation or the organization of writing to express a topic clearly.Writing task self-efficacy refers to a student’s confidence to complete specific writing tasks,like writing an essay,writing a short story,or writing a letter to a friend.By reviewing the literature,the author finds very few studies on the influence of multi-subject evaluation on English writing self-efficacy in research on English language teaching.And most studies mainly focus on college students or English majors,and there are few related studies on junior high school students.In addition,few studies have explored the impact of multi-subject evaluation on junior high school students writing self-efficacy.Therefore,to enrich the existing research and provide new ideas for improving English writing teaching in junior high schools,this study attempts to combine the two topics of self-efficacy and multi-subject evaluation by studying the following two questions:1.How does multi-subject evaluation impact junior high school students’ self-efficacy in English writing skills? What is the reason?2.How does multi-subject evaluation affect junior high school students’ self-efficacy in English writing tasks? What is the reason?In order to answer the above two questions,this study conducted a survey on 100 second-year junior high school students from Neijiang No.1Middle School through English Writing Self-Efficacy Questionnaire,English Writing Evaluation Scale,and interviews.During the experiment,the control class adopts summative evaluation,and the experimental class adopts multi-subject evaluation.At the same time,students are instructed to use the writing evaluation scale to combine student self-evaluation,peer evaluation,and teacher evaluation.Students are advised to organize and save the writing evaluation Scale to let students better understand their learning process.After the three-month experiment,the student’s English writing self-efficacy was tested again,and 12 students were selected at random from the experimental class to conduct interviews to understand their perspectives on multi-subject evaluation.Finally,after all the data collection is complete,I input it into SPSS 24.0 for analysis.The main findings are as follows:Firstly,the implementation of multi-subject evaluation in English writing class can effectively improve junior high school students’ selfefficacy in English writing skills.It is mainly reflected in punctuation and spelling,the expression of language knowledge,and the accumulation and use of sentence diversification.Firstly,because they have mastered the method of writing assessment in the experiment when they write independently,they are able to find their own mistakes and correct them in time;Second,they clearly understand the process of writing assessments across multiple subjects.They can learn the benefits of their peers in addition to teacher evaluation,find out their deficiencies in self and peer assessment,and then make timely corrections.Secondly,the implementation of multi-subject evaluation in English writing classes may effectively improve junior high school students’ sense of self-efficacy in English writing tasks,which is mainly reflected in the positive changes in their attitudes towards writing,their enthusiasm and confidence in completing the writing genres stipulated by different writing tasks.Finally,the author provides feasible suggestions for future English writing teaching based on the research findings.In order to cultivate students’ self-efficacy for writing in English,teachers should increase students’ successful writing experience,stimulating students’ intrinsic motivation in learning English writing,establishing peer tutoring groups,and enhancing positive feedback.While optimizing the multi-subject assessment and assessment mode in the current literature,and combines the traditional mode of marking composition with the multi-subject assessment form oriented towards cultivating cooperative and student-centered learning.