课堂评价对英语专业大学生写作效能感的影响研究-外国语言学及应用语言学专业论文.docxVIP

-一 -一 e-7111 e A A bstract SeIf-e伍cacy，a key construct in social cognitive theory，refers to beliefs about ones capabilities to learn or perform behaviors at designated levels．Much research shows mat students’self-efficacy affects their choice of tasks，effort，persistence，and achiev锄ent：students with high self-efficacy always work harder，persist longer when encountering difficulties，and achieve at a higher level than those who doubt their learning abilities；meanwhile，self-efficacy is a malleable construct that could be enhanced through providing students with motivational assistance and guidance- Classroom assessment is all ongoing process of gathering useful information to be used硒feedback to monitor and modify teaching and learning．Many studies indicate that classroom assessment Call lead to significant achievement gains especially for low．achievers；with psychological and affective factors taken into account．classroom assessment is also proved to exert positive influence on students’ affect． Manv Chinese students suffer from low self-efficacy in writing，which affect their attainment negatively．The classroom assessment practice in this study IS designed to improve students’writing self-efficacy．By conducting multidimensional 舔sessment approaches，this study aRempted to investigate if classroom assessment IS helpful and tO what extent it can help to enhance their sense of writing self-efficacy· This thesis is based on a one．semester experimental research which was conducted in Xiangsi Lake College of Guangxi University for Nationalities．The participants，60 junior English majors，were divided into experimental group(EG)and contr01 group(CG)．Classroom assessment was integrated into the instruction of EG， ● while traditional instruction and assessment were adopted in CG．The research aimed t0 address the following questions：1)Does classroom assessment affect the writing 8elf-efficacy of English majors?2)Does classroom assessment more affect hlgh achievers or low achieve