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..... 67-68
Chapter Five Conclusion........... 68-74
    5.1 Summary of the Study ...........68-69
    5.2 Pedagogical Implications ofthe Study........... 69-71
    5.3 Limitations of the Study ...........71-72
    5.4 Suggestions for Future Studies........... 72
5.5 Concluding Remarks ...........72-74

Conclusion

Based on the limitations of the present studies，the following suggestions could begiven to future studies on this topic.Studies involving participants with various backgrounds are invited to guarantee thegeneralization of the research findings. Factors like region, gender and major differencesare expected to be taken into consideration in the choosing of participants.Besides, a more scientific diagnosis model is needed. Much current research hasfocused on a treatment-oriented diagnostic process known as response to intervention(RTI). In the United States, the 2004 reauthorization of the Individuals with DisabilitiesEducation Act permitted states and school districts to use RTI as a method of identifyingstudents with learning disabilities. But this model is quite time-consuming and complexand is not well accepted by educational researchers to date.In addition, a more authoritative and economical English learning questionnaire is inneeded to improve the research-friendliness of this area.
The fact that a very high percentage of the non-English majors are diagnosed withEnglish learning difficulties make the study of this phenomenon quite necessary. Althoughthe present study suffers from certain limitations, it does give a relative whole picture ofnon-English majors' English learning difficulties and propose some suggestions on collegeEnglish teaching and learning to assist the English study of students with English learningdifficulties. More future studies on students' English learning difficulties are expected.

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