| Abstract | 第4-5页 |
| 摘要 | 第6-10页 |
| List of abbreviations | 第10-11页 |
| List of tables and figures | 第11-12页 |
| Chapter 1 Introduction | 第12-15页 |
| 1.1 Background of the study | 第12页 |
| 1.2 Significance of the study | 第12-13页 |
| 1.3 Purpose of the study | 第13-14页 |
| 1.4 Overview of the thesis | 第14-15页 |
| Chapter 2 Literature review | 第15-34页 |
| 2.1 Theoretical background | 第15-20页 |
| 2.1.1 Constructivist theory and social constructivism | 第15-17页 |
| 2.1.2 Scaffolding theory | 第17-18页 |
| 2.1.3 Feedback | 第18-20页 |
| 2.2 Self-efficacy | 第20-25页 |
| 2.2.1 Self-efficacy theory in psychology | 第20-21页 |
| 2.2.2 Academic self-efficacy in instructional settings | 第21-22页 |
| 2.2.3 Research on self-efficacy home and abroad | 第22-23页 |
| 2.2.4 Computer-based learning environments (CBLEs) and computer self-efficacy(CSE) | 第23-25页 |
| 2.3 Learning strategy | 第25-30页 |
| 2.3.1 Definition of language learning strategy (LLS) | 第25-26页 |
| 2.3.2 Delimitation of learning strategy | 第26-27页 |
| 2.3.3 Modes of learning strategy training(LST) | 第27-28页 |
| 2.3.4 Mode of scaffolding strategy training | 第28-30页 |
| 2.4 Effective language learner and ineffective language learner | 第30-31页 |
| 2.5 Challenge of time factors | 第31-32页 |
| 2.6 Interplay among learning strategy,learning self-efficacy,and academic achievement | 第32-34页 |
| Chapter 3 Research design and methodology | 第34-39页 |
| 3.1 Research questions | 第34页 |
| 3.2 Instruments | 第34-37页 |
| 3.2.1 EFL academic achievement scale | 第34-35页 |
| 3.2.2 General self-efficacy scale | 第35页 |
| 3.2.3 EFLL self-efficacy scale | 第35页 |
| 3.2.4 Computer self-effi-acy scale | 第35-36页 |
| 3.2.5 The Standard scale for evaluation of strategy preferences and general strategy use | 第36页 |
| 3.2.6 Triangulation in measuring strategy variables | 第36-37页 |
| 3.3 Subjects | 第37页 |
| 3.4 Procedures | 第37-38页 |
| 3.5 Data collection | 第38-39页 |
| Chapter 4 Results and discussion | 第39-55页 |
| 4.1 Quantitative and qualitative research | 第39-48页 |
| 4.1.1 Effect of SST on learners' self-efficacy | 第39-42页 |
| 4.1.2 Effect of SST on EFL academic achievement | 第42-43页 |
| 4.1.3 Effect of SST on general strategy use disposition | 第43-45页 |
| 4.1.4 Effect of SST on strategy preferences over time | 第45-47页 |
| 4.1.5 Effect of feedback in SST on learners' self-efficacy and academic achievement | 第47-48页 |
| 4.2 Computer-based case study | 第48-54页 |
| 4.2.1 Results and discussion of case study | 第49-53页 |
| 4.2.2 Discussion of case study | 第53-54页 |
| 4.3 Summary | 第54-55页 |
| Chapter 5 Conclusion | 第55-57页 |
| 5.1 Major explorations | 第55页 |
| 5.2 Implications and suggestions | 第55-56页 |
| 5.3 Limitations | 第56-57页 |
| Acknowledgements | 第57-58页 |
| References | 第58-62页 |
| Appendix Ⅰ | 第62页 |
| Appendix Ⅱ | 第62-64页 |
| Appendix Ⅲ | 第64-65页 |
| Appendix Ⅳ | 第65-67页 |
| 攻读学位期间的研究成果 | 第67页 |
