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;post-questionnaire  is  about  31.81.  The  latter  is  5.90  higher  than  the  former. Besides,  the  Sig(2-tailed)  value  is  0.000  <  0.05,  indicating  the  improvement  is  significant. Thus it can be concluded that after 4 months’ experiment students’ writing interest has been improved.  From  the  data  it  can  be  seen  that  in  post-questionnaire  the  mean  score  of  EC  is  2.54, about  0.48  higher  than  the  pre-questionnaire,  which  is  2.06.  And  also  the  Sig(2-tailed)  is 0.000 lower than 0.05, thus indicating students’ liking towards English has been enhanced.  Q2: English is an exciting and interesting activity. The  data  show  that  in  pre-questionnaire  the  mean  score  of  EC  is  1.91,  the post-questionnaire is 2.52. The latter is 0.61 higher than the former. Also, the Sig(2-tailed) is 0.000 < 0.05, signifying the positive change of students’ attitude towards English is obvious.  Q3: English writing is no burden to me; instead, it is an easy task. The  data  show  that  the  mean  score  of  pre-questionnaire  is  1.96,  and  the post-questionnaire is 2.65, about 0.69 higher than the former. Meanwhile, the Sig(2-tailed) is 0.000 < 0.05. It indicates that for students in EC English writing is not as difficult as before. Q4: English writing is important both in our daily life and work. 

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Conclusion 

After  an  overall  view  of  the  preceding  chapters,  considering  the  results  of  the questionnaires and the writing performances of students in EC and CC, the conclusion can be drawn as following: Reading-writing  integrated  teaching  method  can  well  arouse  students’  writing  interest. As  is  shown  from  the  questionnaires  in  EC:  students  tend  to  adopt  a  much  more  positive attitude  towards  English  writing,  since  students’  writing  confidence  has  been  improved  and their  writing  confidence  has  been  enhanced.  Besides,  EC  students’  writing  habit  has  some positive  changes  for  their  daily  writing  exercises  and  dairy-keeping  activities  have  been augmented, and students have the consciousness of writing outlines. Besides,  the  pre-test  and  post-test  results  in  EC  show  that  reading-writing  integrated teaching  method  indeed  can  assist  students  to  improve  their  writing  performance,  as  is reflected in the following aspects:  (1)It  helps  to  enrich  students’  writing  contents.  Since  in  reading-writing  integrated teaching  class,  studen本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。