| Abstract in Chinese | 第3-5页 |
| Abstract in English | 第5-7页 |
| Chapter 1 Introduction | 第12-16页 |
| 1.1 Background of the Study | 第12-13页 |
| 1.2 Purpose of the Study | 第13页 |
| 1.3 Significance of the Study | 第13-14页 |
| 1.4 Framework of the Thesis | 第14-16页 |
| Chapter 2 Literature Review | 第16-30页 |
| 2.1 Description of Multi-subject Formative Assessment | 第16-19页 |
| 2.1.1 Definitions of Formative Assessment | 第16-18页 |
| 2.1.2 Definition of Multi-subject Formative Assessment | 第18页 |
| 2.1.3 Classifications of Multi-subject Formative Assessment | 第18-19页 |
| 2.2 Description of English Learning Self-efficacy | 第19-22页 |
| 2.2.1 Definitions of English Learning Self-efficacy | 第19-21页 |
| 2.2.2 Classifications of English Learning Self-efficacy | 第21-22页 |
| 2.3 Theoretical Foundation of the Thesis | 第22-25页 |
| 2.3.1 Multiple Intelligence Theory | 第22-23页 |
| 2.3.2 Triadic Reciprocal Determinism | 第23-25页 |
| 2.4 Related Studies of the Correlation Between Multi-subject Formative Assessment and English Learning Self-efficacy at Home and Abroad | 第25-28页 |
| 2.4.1 Relevant Studies of the Correlation Between Multi-subject Formative and English Learning Self-efficacy Abroad | 第25-26页 |
| 2.4.2 Relevant Studies of the Correlation Between Multi-subject Formative and English Learning Self-efficacy at Home | 第26-28页 |
| 2.5 Theoretical Framework of the Study | 第28-30页 |
| Chapter 3 Research Design | 第30-34页 |
| 3.1 Research Questions | 第30页 |
| 3.2 Research Subjects | 第30-31页 |
| 3.3 Research Instruments | 第31-32页 |
| 3.3.1 Structure of Questionnaires | 第31-32页 |
| 3.3.2 Sources and Reliability of the Questionnaires | 第32页 |
| 3.4 Data Collection | 第32-33页 |
| 3.5 Data Analysis | 第33-34页 |
| Chapter 4 Results and Discussion | 第34-57页 |
| 4.1 Overall Picture of Multi-subject Formative Assessment | 第34-42页 |
| 4.1.1 Situation of Teacher Assessment | 第35-37页 |
| 4.1.2 Situation of Self-assessment | 第37-39页 |
| 4.1.3 Situation of Peer Assessment | 第39-41页 |
| 4.1.4 Situation of the Records of English Online Learning Platform | 第41-42页 |
| 4.2 Overall Picture of English Learning Self-efficacy | 第42-49页 |
| 4.2.1 Situation of Sense of Self-capacity in English Learing | 第43-45页 |
| 4.2.2 Situation of Sense of Self-effort in English Learning | 第45-47页 |
| 4.2.3 Situation of Sense of Self-integration in English Learning Environment .. | 第47-48页 |
| 4.2.4 Situation of Sense of Self-control in English Learning | 第48-49页 |
| 4.3 Correlation Between Multi-subject Formative Assessment and English Learning Self-efficacy | 第49-55页 |
| 4.3.1 Correlation Between Teacher Assessment and English Learning Self-efficacy | 第51-52页 |
| 4.3.2 Correlation Between Self-assessment and English Learning Self-efficacy | 第52-53页 |
| 4.3.3 Correlation Between Peer Assessment and English Learning Self-efficacy | 第53-54页 |
| 4.3.4 Correlation Between Records of English Online Learning Platform and English Learning Self-efficacy | 第54-55页 |
| 4.4 Discussion | 第55-57页 |
| Chapter 5 Major Findings and Implications | 第57-62页 |
| 5.1 Major Findings | 第58-59页 |
| 5.2 Implications | 第59-62页 |
| 5.2.1 Implications for Teachers | 第59-61页 |
| 5.2.2 Implications for Non-English Majors | 第61-62页 |
| Chapter 6 Conclusion | 第62-65页 |
| 6.1 Summary of the Study | 第62-64页 |
| 6.2 Limitations of the Study | 第64页 |
| 6.3 Suggestions for Further Study | 第64-65页 |
| Bibliography | 第65-70页 |
| Appendices | 第70-74页 |
| Appendix 1 | 第70-72页 |
| Appendix 2 | 第72-74页 |
| Publications During the Postgraduate Program | 第74-76页 |
| Acknowledgements | 第76-77页 |
