本研究的目的旨在探討台灣國小學生如何在自我效能課程活動影響學習者之寫作能力,其中有兩個研究目標：第一，研究者決心發現自我效能如何影響學童們的寫作能力及寫作自我效能信念。第二，本研究將透過本問卷、訪談、課堂觀察、學童們寫畫作作品、教師省思及課堂錄音等項目作為質性研究分析之工具，進行分析花蓮一所小學之四名六年級學生的英語寫作能力及寫作自我效能信念的變化，進行為期六週，總計十二堂教學活動，並且從2019年三月至五月進行資料收集及分析與探討。
研究結果顯示學習者透過自我效能課程活動，學習者英文寫作自我效能有被提升。此外，藉由理解自我效能之重要性及體驗自我效能課程活動後，學生對於英文寫作能力及信心皆有顯著的提升。研究者也在本研究中提出相關建議，作為將來有意實踐英文寫作自我效能課程的教師與研究者之參考。

The purpose of this study is to examine the impact of Self-efficacy Belief curriculum on grade-six students in eastern Taiwan. There are two objectives in this study. Firstly, the researcher is determined to find out how the two sources of self-efficacy, Mastery Experience and Social Persuasion, impact on students’ writing self-efficacy beliefs. Secondly, this study also seeks to find out how the self-efficacy impacts on children’s writing abilities through questionnaires, follow-up interviews, classroom observation, field notes, journal entries, and audio tapes, drawings, artefacts, and writing data analysis. The overall design adopted a qualitative case study research method which is more suitable to adapt to different situations. Four students out of the twenty-seven sixth grade students in one class from an elementary school in Hualien county were enrolled as the participants in the 6-week teaching program, and the data was collected and analysed from March to May, 2019.
Results showed that learners' writing self-efficacy was enhanced by the Self-efficacy Belief curriculum. Moreover, findings suggested that the Self-efficacy Belief curriculum had a positive effect on the students and boosted their writing self-efficacy belief. In addition, by understanding the importance of writing self-efficacy belief, the students’ writing ability was strengthened after the Self-efficacy Belief curriculum.

CHAPTER ONE: INTRODUCTION 1
Background of the Study 1
Statement of the problem 2
Purposes of the Study 3
Research Questions 4
Definition of Terms 4
Significance of the Study 6
Limitation and delimimtation of the Study 7
Organization of the study 7
CHAPTER TWO: LITERATURE REVIEW 9
Self-efficacy Belief 9
Self-efficacy Belief on writing 11
CHAPTER THREE: METHODOLOGY 15
Overall 15
The Research Design… 16
The Participants 17
The Role of the Teacher 17
The Research Procedure 18
Data Collection… 20
Data Analysis 25
Summary 27
CHAPTER FOUR: RESULTS AND DISCUSSION 31
Overall 31
Mastery Experience 31
Social Persuasion 34
Proficient and struggling learners’ writing abilities changes 36
Conclusion 43
CHAPTER FIVE: CONCLUSION, IMPLICATIONS, AND
RECOMMENDATIONS 52
Summary of the Findings 52
Pedagogical Implications 53
Recommendations for Future Research 54
References 56

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