英语论文网

Chapter Four Results and Discussion

4.1 Results and discussion about writing tests

To answer the first question of this study,the researcher organizes two writing testsseparately in the control class and the experimental class,one is performed before theexperiment and the other is performed after the experiment.Then,the results of the twowriting tests are analyzed as follows.

4.1.1 Results and discussion about pre-test in EC and CC

Before the experiment,a pre-test is conducted in the experimental class and thecontrol class to investigate whether the two classes students’writing achievements are atthe same level.When the students in the two classes are of similar writing proficiency,theexperiment could be conducted.Therefore,Descriptive Statistics and IndependentSamples T-test are used to reveal the differences in English writing performance betweenthe two classes before the experiment.

According to Table 4-1,the average score of the experimental class is 12.4314whereas the average score of the control class is 12.4231,which shows that the differencebetween the two classes is only about 0.0083 in English writing scores.

Chapter Five Conclusion

5.1 Major findings

Based on the DA,this study is conducted with two parallel classes of senior three toexplore the effectiveness of the multi-feedback mode by means of tests,questionnaire andinterviews.The researcher conducts a study lasting for 11 weeks,and finally analyzes anddiscusses the data obtained from the tests and questionnaire survey.In addition tocollecting data from tests and questionnaire,the interview records after each round of thefeedback and the interview after the whole experiment are also collected.Based on above,the following conclusions are reached.

First of all,the multi-feedback mode based on DA has a positive effect on theimprovement of students’English writing achievements.Through the analysis of theresults of the pre-test and post-test,the writing scores of the experimental class aresignificantly different from those of the control class after the experiment.From thepost-test results,the writing scores of the two classes are all improved,however,comparedwith the experimental class students who adopt multi-feedback,the progress of the controlclass is not significant.This shows that the students’English writing in experimental classhas achieved good results after the experiment.It can be concluded that the multi-feedbackmode combining teacher feedback,peer feedback and self-feedback under the guidance ofDA can promote the improvement of English writing achievements.

Secondly,the multi-feedback mode based on DA has a positive effect on theimprovement of students’writing autonomy.The conclusion is based on the results ofquestionnaire.Based on the pre-questionnaire,the author has a basic understanding of thecurrent level of students’writing autonomy.Before the implementation of the experiment,most of the students have weak autonomous writing attitudes and autonomous skills.Butafter the experiment,the multi-feedback mode in this study can not only significantlyimprove students’overall writing autonomy,but also significantly improve students’autonomous attitudes,autonomous skill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。