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lected the scores of all the subjects and employed the statisticanalysis instrument SPSS 17.0 to further analyze these data and drew reasonable conclusionswhich can truly give support for the experimental meaning and purpose. At the beginning of the experiment, all the subjects in EC and CC took part in pre-test at thesame time. Then their scores of this composition were collected by the author after marking bythe author and the other two teachers in the same vocational college. The reason of holding thepre-test is to make sure if the writing ability of all the subjects was at the same level. So theauthor just input the relevant statistics into SPSS17.0 and the output of Independent-samplesT-test is like this. (See Table 4.1 and Table 4.2) While the mean score in EC is a bit higher thanthat in CC, the difference can be omitted and is not so significant. On the other hand, thestandard deviation is 1.93280 in EC which is almost the same as the standard deviation 1.99265in CC, too. According to the two items of statistics, we can just say that the average writing levelof these two classes is almost the same. In order to see if there exist no significant differencesamong the subjects in each class, a further analysis of pre-test should be carried through.Therefore, the following Independent Samples T-Test (See Table 4.2) just explains this questionclearly.
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Conclusion

On the whole, the results of this experimental study prove the questions which have beenmentioned in the introduction part of the thesis. According to the previous experiment, the authorhas observed that the training and the usage of retelling strategy were effective for the students invocational school. It is quite obvious that the retelling strategy can be tried since it can not onlyserve the purpose of some top students but also be suitable for other levels students. Thus, wecan say that the retelling strategy is beneficial to students’ English study and the improvement ofstudents’ writing ability. The main findings of this thesis are as follows: students’ competence in writing is largely promoted and their improvement inEnglish is also clear. Although the results of their final exams are not fairly obvious, it stillpresents positive inclination. On the one hand, it is because the experiment only lasts fourmonths, while the training of writing demands long-term effort. It is evident that with constantwriting practice, students can finally acquire writing competence. The writing practice is just likethe foundation stone on which writing ability can be set up. In the training process of retellingstrategy, the integration of four language skills should be also included in texts learning in orderthat students’ writing capacities could be extended.
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Reference (omitted)

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