| Acknowledgement | 第5-6页 |
| 摘要 | 第6-8页 |
| Abstract | 第8-9页 |
| 1. Introduction | 第12-17页 |
| 1.1 Background of the research | 第12-14页 |
| 1.2 Purpose and significance of the research | 第14-15页 |
| 1.3 Layout of the dissertation | 第15-17页 |
| 2. Literature Review | 第17-27页 |
| 2.1 Self-efficacy theory | 第17-18页 |
| 2.2 Overview of written corrective feedback | 第18-21页 |
| 2.2.1 Definition of written corrective feedback | 第18页 |
| 2.2.2 Effectiveness of written corrective feedback | 第18-19页 |
| 2.2.3 Written corrective feedback types | 第19-20页 |
| 2.2.4 learner's responses to written corrective feedback | 第20-21页 |
| 2.2.5 Methodology of studying written corrective feedback | 第21页 |
| 2.3 Overview of English academic self-efficacy | 第21-25页 |
| 2.3.1 Definition of English academic self-efficacy | 第21-22页 |
| 2.3.2 Structure of English academic self-efficacy | 第22-23页 |
| 2.3.3 Academic self-efficacy scale | 第23-24页 |
| 2.3.4 Academic self-efficacy and relevant variables | 第24-25页 |
| 2.3.5 Methodology of studying written corrective feedback | 第25页 |
| 2.4 Written corrective feedback and academic self-efficacy | 第25-27页 |
| 3. Research Design | 第27-30页 |
| 3.1 Research questions | 第27页 |
| 3.2 Subjects of the research | 第27页 |
| 3.3 Research instrument | 第27-28页 |
| 3.4 Research procedures | 第28-30页 |
| 4. Results and Analysis | 第30-44页 |
| 4.1 Effects of direct written corrective feedback on students | 第30-34页 |
| 4.1.1 Analysis of the changes of students of all students in Class A | 第30-31页 |
| 4.1.2 Analysis of the changes oflll students with low self-efficacy | 第31-32页 |
| 4.1.3 Analysis of the changes of students with intermediate self-efficacy | 第32-33页 |
| 4.1.4 Analysis of the changes of students with high self-efficacy | 第33-34页 |
| 4.2 Effects of teachers' indirect written feedback on students | 第34-38页 |
| 4.2.1 Analysis of the changes of all students in Class B | 第34-35页 |
| 4.2.2 Analysis of the changes of students with low self-efficacy | 第35-36页 |
| 4.2.3 Analysis of the changes of students with intermediate self-efficacy | 第36-37页 |
| 4.2.4 Analysis of the changes of student with high academic self-efficacy | 第37-38页 |
| 4.3 The comparison of the effects of direct and indirect written feedback | 第38-44页 |
| 4.3.1 Comparison of the changes of all student's self-efficacy aftertreatment | 第39-40页 |
| 4.3.2 Comparison of the changes of students with low self-efficacy | 第40-41页 |
| 4.3.3 Comparison of the changes of students with intermediateself-efficacy | 第41-42页 |
| 4.3.4 Comparison of changes of students with high English academicself-efficacy | 第42-44页 |
| 5. Discussion | 第44-50页 |
| 5.1 Effects on students with low academic self-efficacy | 第44-45页 |
| 5.2 Effects on students with high academic self-efficacy | 第45-46页 |
| 5.3 Effects on students with intermediate academic self-efficacy | 第46-50页 |
| 6. Conclusions | 第50-54页 |
| 6.1 Major findings | 第50-51页 |
| 6.2 Implications | 第51-52页 |
| 6.3 Limitations | 第52-54页 |
| Bibliography | 第54-59页 |
| Appendix | 第59-60页 |
