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riting to thewriting time. Since the writing time is all the same, it is deduced that fluency isproportional to the length of writing. Therefore, to make the analysis concise, the lengthof the three scripts instead of the ratio are analyzed by SPSS. The data are shown intable 1 and table 2.To see the statistical characteristics of the three scripts, descriptive statistics areused. From Table 1 we can see that the range of the length of writing is roughly thesame, the mean value of the length of each script is increasing gradually, and the valueof Std.

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Conclusion

The present thesis uses four tasks to investigate how frequency influence Englishlearners’ written production and whether the influence can last for a considerable period.Through the empirical study and the statistic analysis, the major findings will besummarized as follows.First, students have a positive attitude towards writing frequency. In the study,participants are glad to cooperate with the teacher and the author even though they arerequired to write for several times. When the students are told that the study would bebeneficial for their English study, they are quite active and cooperative. This providesfoundation for the study.Second, the fluency of learner’s written production increases with the increase ofwriting frequency. Statistically significant increase of fluency has been observed whenthe learners write for the second and third time. When writing for the first time, mostparticipants write slightly more than 100 words in the given 40 minutes. For the thirdtime, they can write for an average of 173.55 words, which is an increase of 18.45%.
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Reference (omitted)

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