中国高等教育背景下EFL合作写作中同伴辅导的心理学视角

In Chinese higher learning institutions, students learning English as a foreign language (EFL) often demonstrate low writing self-efficacy (WSE) and poor writing competence. The present study examined the associations between the integration of peer tutoring with collaborative writing and students' WSE and writing outcomes from a psychological perspective. A quasi-experiment was implemented for 11 weeks for 100 Chinese university students studying EFL. Changes in WSE were examined, and writing competence was assessed using tests. The results showed a notable rise in students' WSE after the ins