The Influence Of Chinese Language Undergraduate Students' Writing Self Efficacy On Writing Output Under Different Tasks

This study was based on self-efficacy theory and cognitive hypothesis model theory. After having the investigation of the basic situation of undergraduate students'Chinese writing self-efficacy, through the arrangement of different complexity writing tasks to explore the influence of Chinese writing self-efficacy on writing output (grade, fluency, accuracy, and complexity). According to the previous studies, this paper mainly does the research as following:In the first part, based on the literature review and interviews with professional writing teachers, the author developed a questionnaire on the self efficacy of Chinese writing. And as a tool, the level of Chinese writing self-efficacy of undergraduate students was investigated. According to results of the survey, at the aspect of general distribution of self efficacy in Chinese writing, the writing self efficacy of students at a moderate level; and the level of efficacy of Chinese writing skills is higher than that of Chinese writing tasks. At the aspect of individual distribution of self efficacy in Chinese writing, the three factors of gender, age, time of Chinese learning on Chinese writing self-efficacy were not significantly affected.In the second part, after knowing some information which about the level of students'Chinese writing self efficacy, the author through giving the students different writing task to explore the influence of Chinese writing self efficacy on writing output when students finished different writing tasks. First of all, when the high-level writing self efficacy group of students faced writing tasks of different complexity, they could maintain a stable output performance. Secondly, When the middle-level self efficacy group of students finished the writing tasks in different complexity, the achievement and accuracy of composition were stable. However the fluency and complexity were greatly changed. Finally, the low-level students in self efficacy could not achieve the high achievement, accuracy, fluency and complexity when they faced different writing tasks.Through the investigation and analysis of the above, we can find that the level of Chinese writing efficacy of students has a great influence on the writing output. It is very important to help learners cultivating and improving the sense of Chinese writing self efficacy. Therefore on the basis of research, this paper provides some corresponding training methods which can be used in practical teaching activities for teachers. These training methods are hoped can have some application value in practical teaching.