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3.2 Research Participants..........................................19

3.3 Research Instruments...........................................19

Chapter 4 Results and Discussion............................27

4.1 Results and Discussion of Tests.............................27

4.1.1 Comparison of Pre-test between Experimental Class and Control Class...................27

4.1.2 Comparison of Post-test between Experimental Class and Control Class.................29

Chapter 5 Conclusion......................................40

5.1 Major Findings....................................40

5.2 Recommendations for Further Research.................................41

5.3 Limitations...................................42

Chapter 4 Results and Discussion

4.1 Results and Discussion of Tests

This investigation comprises a pre-test and a post-test phase,with uniform writingassessment criteria applied consistently before and after the intervention.The focus liesin analyzing the alterations in English writing proficiency and grades within theexperimental and control groups pre-and post-experimentation.Prior to the study,annual end-term composition scores from the preceding semester were assessed usingregional scoring guidelines to establish any initial disparities between the two groups.Both classes received an equal number of English lessons(four per week),and the studyspanned 16 weeks.

The objective of the post-test is to determine if any variations exist in theexperimental group's English writing scores subsequent to the experiment.Utilizing theDecember monthly examination's English writing section as the post-test instrument,scores from both classes were aggregated and then assessed against the regional scoringrubric.This yields the following outcomes:

Chapter 5 Conclusion

5.1 Major Findings

This study takes students'English writing achievement and ability as the researchobject,and the influence of this output-oriented method as the research content.Duringthe research,it mainly analyzes whether'output-oriented method'can make studentshave positive emotional experience in writing class from the aspects of structure,content and language.Through comparative analysis of the results of questionnairesurvey,interview and comparative experiment,the following conclusions are reached:

After the application of the'output-oriented method'in the writing teaching ofthe experimental class,the overall writing performance of the experimental class hasbeen significantly improved compared with that before the experiment.Throughspecific analysis,it is found that the English writing performance of students withdifferent writing proficiency is significantly different after the experiment,especiallythe difference between the students with good writing proficiency is the most significantbefore and after the experiment.Students with good writing skills have a certain writingfoundation.In the process of the experiment,after the'output-oriented method'isapplied to the writing class,through the'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。