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本研究考察了高中生自我正面评价对英语写作成绩以及写作自我效能的影响。研究以北京某中学90名高一学生为受试对象,收集了多种数据,包括前测和后测作文、写作自我效能问卷、访谈以及后期问卷。研究发现,经过一个学期的自我正面评价,实验组学生的作文成绩和写作自我效能感比控制组有显著提高。学生的自我效能感与写作水平呈正面相关。本研究结果对于写作教学中自我正面评价的应用以及培养学生的自我效能有着积极的指导意义。
This study examines the impact of self-assessment of high school students on English writing performance and writing self-efficacy. A total of 90 high school students from a middle school in Beijing were selected as research subjects. Various data were collected including pretest and posttest essay, writing self - efficacy questionnaire, interviews and later questionnaires. The study found that after a semester of self-positive evaluation, experimental group students’ composition scores and writing self-efficacy were significantly higher than the control group. Students’ self-efficacy and writing skills are positively related. The results of this study have a positive guiding significance for the application of self-evaluation in writing teaching and the cultivation of students’ self-efficacy.