| English writing, as an indispensable part of English learning, has attracted moreand more researchers’ attention and interest. From the analysis of the previous studies,researchers focused more on the teaching method of English writing; however, thepsychological factors in the writing process have been ignored. Self-efficacy, definedas the judgment of one’s ability to organize and execute given performances in certainsituations by Bandura (1979), bridges the researching gap in English writing. Takingthe dilemma of English writing into consideration, the thesis intends to study theeffect of self-efficacy on English majors’ writing proficiency through process-genreapproach, aiming at enriching the empirical study of English writing.The subjects of this study are54sophomore English majors from two classes atShenyang Normal University. Instruments, which are employed in this study, areself-efficacy questionnaires, English writing proficiency tests and the interview. Thepurpose of this study is to explore the effect of self-efficacy on English majors’writing proficiency through process-genre approach. And SPSS16.0is adopted tocarry out the related analysis.The findings of this empirical study are listed. Firstly, both the general level ofthe subjects’ self-efficacy and their writing proficiency are relatively low. Secondly,under the guidance of different teaching approaches, students have made progress fortheir self-efficacy and their writing proficiency. Compared with the product approach,genre-process approach is more effective for the improvement of English majors’self-efficacy. And with the enhancement of English majors’ self-efficacy, their writing proficiency is improved. Thirdly, students hold positive attitudes towards theprocess-genre approach to improve their writing self-efficacy.Based on the findings of this study, suggestions and implications are proposedon the teaching and learning practice of English writing. |
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