An Empirical Study On Improving Students’ English Writing Self-Efficacy By Process-Genre Approach In Senior High School

Process-genre approach is a student-centered comprehensive teaching method of writing.It aims to enable English learners to write according to their purpose by providing targeted input and develop learners’ writing potential in the process.Writing self-efficacy refers to an individual’s perception and evaluation of his or her writing ability,and which has an impact on students’ learning behaviors,cognition,and emotions,which in turn relates to overall learning outcomes.This thesis integrates teaching methods to improve writing self-efficacy in the process-genre approach according to the English teaching reality in senior high school,puts forward a process-genre approach teaching model based on self-efficacy,and explores the role of the process-genre approach in improving senior high school students’ English writing self-efficacy.By means of experiments and questionnaires,this thesis tries to answer three research questions with the students of two classes in the second year of a certain senior high school as the participants.(1)What is the current state of English writing self-efficacy of students in senior two?(2)How does the process-genre approach be used to improve students’ writing self-efficacy?(3)How does writing self-efficacy affect students’ learning outcomes and learning emotion? The results show that the students’ English writing self-efficacy is at the middle level,and the students’ writing task self-efficacy is lower than the writing skill self-efficacy.The process-genre approach can effectively improve students’ English writing self-efficacy,and the improvement of writing task self-efficacy is greater than that of writing skill self-efficacy.The improvement of writing self-efficacy has a positive impact on students’ learning outcomes and learning emotion.This study proves that the process-genre approach can effectively improve students’ English writing self-efficacy and enhance their writing confidence.It also enlightens teachers to pay attention to students’ emotional motivation,design various teaching activities,evaluate flexibly according to students’ differences,and pay attention to improving students’ writing self-efficacy in teaching.