An Action Study of the Effects of Multi-Subject Evaluation on High School Students’ Writing Self-Efficacy in English Continuation Writing

Tianyi Deng

doi:10.63313/ESW.9145

Authors

Tianyi Deng China West Normal University, Nanchong, 637000, China Author

DOI:

https://doi.org/10.63313/ESW.9145

Keywords:

Multi-Subject Assessment, Continuation Writing, Writing Self-Efficacy, Senior High School Students, Action Research

Abstract

As continuation writing becomes a standard senior high English exam task in China, learners’ writing self-efficacy stands as a vital but understudied factor shaping their writing engagement and outcomes, yet most classrooms still rely solely on teacher evaluation and neglect students’ affective needs. This three-month action research integrates teacher, peer and self-assessment into Grade One continuation writing lessons to explore how multi-subject assessment impacts students’ writing self-efficacy. Mixed data are collected: pre- and post-intervention questionnaires track self-efficacy shifts, while semi-structured interviews, teaching journals and student writing samples supply qualitative evidence. Findings reveal overall improved self-efficacy, especially in content creation, textual coherence and task fulfillment. The three assessment forms function differently: teacher feedback builds initial confidence via clear guidance, peer review delivers vicarious learning and emotional comfort, and self-evaluation fosters long-term confidence through reflective thinking. Rooted in self-efficacy theory, this study identifies how multi-subject assessment stimulates diverse self-efficacy sources, and puts forward student-oriented formative assessment suggestions for integrated reading-writing teaching.

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