The Effect Of The Dictogloss On The Students' Writing Self-efficacy At Senior High School

English writing is an important aspect of an English learner's learning achievement and a comprehensive embodiment of the students' learning achievement.English writing is a complex cognitive process and it is a kind of emotional activity.The learners' individual affective factors can have a great effect on the learners' writing.The poor performance of students' English writing partially consists in the learners' individual affective factors.At present,many middle school students lack interest in English writing and lack confidence in writing.Of the numerous individual affective factors,the low English writing self-efficacy is the most notable.Self-efficacy is a subjective judgment of a person's success in carrying out a certain behavior.Self-efficacy can affect the students' English writing performance by influencing the psychological processes that are closely related to learning.Therefore,in the teaching of English writing,much attention should be paid to the cultivation of students' self-efficacy in English writing as a breakthrough in improving the learners' writing ability.Based on the above-mentioned issue,dictogloss was employed to English writing teaching and is aimed to find the lost writing self-efficacy in the reconstruction activities of partners provided by the employment of dictogloss.Dictogloss is a comprehensive method of language learning.Dictogloss emphasizes students' cooperation,interaction and communication.In the use of dictogloss,students are required to reconstruct the content they listen to and complete the reconstruction of the original text collectively through active discussion.In the reconstruction process,students are exposed to lots of comprehensible input and gain access to the reconstructed writing pieces of peers.The students' writing attitude can be mediated by language and their English writing self-efficacy can be improved gradually.Therefore,the essay puts forward three research questions:1)Can the employment of dictogloss in the writing classes more effectivelyinfluence the students' writing self-efficacy than the traditional writing method in senior high school?2)Can dictogloss have an effect on the students' writing proficiency with the changed writing self-efficacy? If so,how the writing self-efficacy works on the students' writing proficiency?3)Is there a correlation between English writing self-efficacy brought by dictogloss and English writing performance?To answer these three questions,the study took 72 senior freshman students as the research objects.The experiment used a writing test and a questionnaire survey to collect data,and the trial lasted for a month.In the writing class of the experimental class,the dictation reconstruction method was used for a total of eight dictation operations,while the control class adopted the traditional writing teaching method.During the experiment,two classes of students took part in writing pretest,post writing test and questionnaire survey.Before implementing the dictation reconstruction method,the two classes had almost the same sense of self-efficacy.After the experiment,there was a gap in writing self-efficacy between the two classes.The self-efficacy of the experimental class is much better than that of the control class.Before the experiment,there is no gap between the two classes of writing performance.After the experiment,the students' writing performance in the experimental class is far higher than that of the control class,which is mainly embodied in the content,grammar and vocabulary,but the logic conception is not significant.There is also a positive correlation between writing self-efficacy and writing achievement.The application of the dictation reconstruction method in the experimental class brings about the improvement of the sense of self-efficacy.The students take more interest in English writing and study,and also improve the students' writing performance.