A Study On The Effect Of Process-genre Approach On College Students' English Writing Self-efficacy

English writing can reflect language ability and thinking ability of learners.However,English writing is the difficult part for most students.The research shows that students'writing self-efficacy plays an important role in writing,and enhancing students'self-efficacy is an effective way to improve students' English writing level.However,how to effectively improve students'writing self-efficacy still needs to be discussed.Process-genre approach is a comprehensive teaching model in English writing.In this teaching mode,teachers guide students to summarize the different articles' language style and the genre type in order that students can write from the specific context.This study applies the process-genre approach in college English writing teaching in order to study the influence of the process-genre approach on the English writing self-efficacy of non-English majors through the teaching experiment.This study was conducted in two classes from a college located in Xinjiang province.The research subjects were 95 freshmen from two parallel classes.In the control class,there were 44 students,while there were 51 students in the experimental class.In the four-month teaching experiment,the control class adopted the traditional teaching method,and the experimental class adopted the process-genre approach.The steps of this research were as follows.In the control class and the experimental class,a questionnaire and a test were conducted before this experiment.By analyzing the collected data,it was found that there was no significant difference in writing score and self-efficacy between the two classes.At the end of this teaching experiment,the same questionnaire and another post-test were adopted to collect data for comparison.The author used a variety of methods,including questionnaires,CET-4 writing tests and interviews.By using SPSS17.0 to process and analyze the collected data,the author found that college students'self-efficacy in English writing was at a medium level,and their writing task self-efficacy was higher than writing skill self-efficacy.At the same time,process-genre teaching method can effectively improve students'self-efficacy in English writing,especially in writing skills self-efficacy.In addition,due to the improvement of students'self-efficacy in English writing,their English writing scores have also made progress to a certain extent.This study basically proved that process-genre approach was effective to improve college students'writing self-efficacy in English writing.However,there were many shortcomings in this study.The results of this experiment may not be typical due to cultural differences of the sample areas.In addition,the research methods of this experiment were not comprehensive enough.Therefore,the sample scope should be expanded and multiple research methods should be used in future studies.