A Survey Of English Majors’ Writing Self-efficacy:

English writing as one of the most critical communicative ways, takes up an indispensable position in the English teaching and testing for English majors. Numerous English writing research mainly concerns about the writing knowledge and skills, which neglects English learners’psychological elements. Proposed by Bandura in early1980s, the self-efficacy theory provides a significant guidance on the writing teaching.Meanwhile, as a result of frequent communication, Sino-Foreign cooperative educational programs in the form of a typical educational strength are booming. Based on the self-efficacy theory with quantitative literatures, this paper studied the writing self-efficacy situation of200English majors in Grade one in Sino-Canadian educational program in GXNU by survey. The survey mainly consists of three sections including writing skill self-efficacy, writing task self-efficacy and writing moderators. Through questionnaire and interview, it examined the subjects’self-efficacy status, compared the difference of writing self-efficacy across English proficiency and gender, and analyzed the relationship between self-efficacy and English writing achievement, self-efficacy and moderators.Therefore, the paper proceeded the collected data through descriptive statistics, T test and correlation analysis. The results indicate that:(1) The general self-efficacy perceptions of English writer students are at moderate level. It has significant positive correlation with writing achievement, which shows that low-level students have low senses of self-efficacy, high-level students have high senses of self-efficacy and the moderate-level students’self-efficacy beliefs are in the middle;(2) Even though the writing achievement across gender is significantly different, there is no significant difference of self-efficacy across gender;(3) The moderators of self-efficacy such as previous experience, vicarious experience, teacher’s feedback, affective physiological state, anxiety level, writing attribution influence the writing self-efficacy in different degree, which further approves the idea of cultivating writing ability through self-efficacy development.According to the results, the author tries to propose several suggestions for writing self-efficacy development:(1) Creating a harmonious and cooperative writing class;(2) Strengthening the students’writing skills cultivation;(3) Helping the students to attribute correctly;(4) Optimizing the students’writing strategy;(5) Stressing formative evaluation including teachers’feedback, peer’s feedback and portfolio.The limitations existing in the paper are also discussed. For example, the research time could have been expanded. And the sample is not big enough. Besides, the questionnaire needs to be re-examined for its objectiveness.