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r /> 4.1The Research Questions of the Present Study .....16
4.2 Subjects........16
4.3 Experiment Procedures....17
4.4 Experiment Instruments........18
4.5 Data Collection and Data Analysis......21
4.5.1 Quantitative Data........21
4.5.2 Qualitative Data.....22
4.5.3 Data Analysis....23
Chapter 5 Results and Discussion .....24
5.1 Results and Discussion ....24
5.2 Pedagogical Implications......29

Chapter 5 Results and Discussion

5.1 Results and Discussion
The pretests were conducted by the subjects ( CG and EG) at the end of the firstterm. The teacher for the oral English course in the two classes ( CG and EG) scoredtheir performances from the four aspects of pronunciation, fluency, accuracy andcommunication competence. The score for each aspect is 25 and the total score is 100.The results of the pretests were shown in Table 5.1. Table 5.1 showed that there were very slight differences between CG and EG intheir speaking output competence. The results of the pretests could prove that the meanscores for each aspect, pronunciation, accuracy, fluency and communicationcompetence had no significant differences ( P> .05).

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Conclusion

The purpose of the present empirical study is to testify extracurricular dialogue’spromotive function for the output competence. The results of this study support itpartially. The major findings of the study are summarized as follows.

(1)Extracurricular collaborative dialogues do not contribute to accuracy of speakingoutput competence. EG and CG had no significant difference in the progress of accuracy.Thus that he experiment group will outperform the control group on the accuracy ofspeaking output competence in the posttest is not statistically confirmed.
(2) Extracurricular collaborative dialogues facilitate fluency of speaking outputcompetence. EG significantly outdo CG in terms of fluency owing to a great number oftraining with the focus on the comprehensible meaning communication and adjustment.Thus it is definite that the experiment group will outperform the control group onfluency of speaking output competence in the posttest.

(3) Extracurricular collaborative dialogues make EG outperform CG oncommunicative competence. EG participate significantly better in the dialogues in termsof the initiative of involvement, reflection to the questions and feedbacks, promptnessof adjustment to the communication barriers, pragmatic use of communication and soon.
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Reference (omitted)

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