摘要
通过测试、问卷和访谈等方法,分析了在课堂上进行元认知自我监控策略训练对108名非英语专业高职大二学生英语写作和自我效能的影响。结果表明:训练能明显提高学生的英语写作水平;训练对提高学生整体的写作自我效能有显著效果;训练对写作自我效能的提高是否有效和学生的作文水平有较强的正相关,写作水平高和写作水平中等的自我效能提高显著,写作水平低的自我效能无明显提高;访谈则显示学生总体上对该训练持认同态度。
The empirical study reports the effects of self-monitoring strategy training on writing and self-efficacy for 108 Chinese second-year non-English major college students in classroom context by means of quantitative and qualitative methods as test results,questionnaires and interview.The result shows that the training has significant effect on developing students' English-writing and self-efficacy.It also indicates that writing levels and the effect of training on writing self-efficacy are correlated: high and average achievers' self-efficacy is significantly improved by training,while low achievers fail to respond to the training.The interview demonstrates students' positive attitudes towards the training on the whole.
出处
《湖州职业技术学院学报》
2007年第3期46-49,共4页
Journal of Huzhou Vocational and Technological College
