An Investigation Into Senior High School Students' English Writing Self-efficacy And English Achievement

English writing is one of the four basic language skills of English learning,which is always a weak aspect of English teaching and learning.In the past twenty years,scholars at home and abroad have achieved fruitful results in writing.However,the influence of affective factors on English writing is still relatively weak.EFL writing is a process of cognitive activity,as well as an affective activity.This activity is influenced by many factors,among which students' self-efficacy beliefs can not be neglected.In view of this,this paper takes Pingxiang No.3 middle school students as the research objects,through the questionnaire survey and interview to investigate the current situation of English writing self-efficacy in senior high school students.The research questions are as follows:(1)What are the current situations of senior high school students' writing self-efficacy?(2)Is there any correlation between writing self-efficacy and writing performance?(3)Are there differences in writing self-efficacy between high-performance students and low-performance students?(4)What are the main influential factors of high school students' writing self-efficacy?In this study,quantitative and qualitative research method were adopted,quantitative research includes a questionnaire survey.It is made up of 28 questions,which are classified into three broad categories.They are writing task self-efficacy,writing skill self-efficacy and influential factors.The questionnaire survey was administered to 106 students.The data was analyzed with SPSS 17.0.Combining the results of quantitative analysis with qualitative analysis,the results are followed: 1)Generally speaking,students experience the medium level of Writing Self-efficacy;2)Writing Task Self-efficacy and Writing Skill Self-efficacy both turn out to be highly related to Writing Performance;3)There is a significant difference between high-level and low-level students in writing self-efficacy;4)According to the results of frequency analysis,four factors,such as the success of previous writing,peer's comparison,the feedback from the teacher and the physical condition of the individual would influence their writing performance.Teachers play a decisive role in improving students' writing self-efficacy,as self-efficacy is a key factor influencing English writing abilities.In view of this,it would be advisable for teachers to pay adequate attention to help students improve their writing self-efficacy in classroom teaching.