A Comparative Research of the Influence of Game-based Learning on the Self-Efficacy of Sophomore English Majors in English Writing Course

Abstract

Writer's self-efficacy plays an important role in their writing performance. Pajares believes writing performance can be "predicted" by students' self-efficacy. [1] In the traditional writing class, the teacher puts more emphasis on lecturing and practice, with weak means to promote writers' self-efficacy. To address this problem, with the introduction of online game-based learning like Kahoot, this study carries out an experiment to test the different influence on learners' self-efficacy based on game-based learning and traditional lecturing in terms of pre-class, during-class, post-class influences. Through the General Self-Efficacy Scale test(GSES), results show game-based learning is more effective in the pre-class and during-class phases, while fails to achieve better results in the post-class phase. Thus, a blended learning strategy with game-base learning as the main means in the pre-class and during-class phase and traditional writing-review-comment strategy in the post-class phase is suggested to improve learners' overall self-efficacy.