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ollection Procedures......... 101-104
    3.5 Data Analysis .........104-106
    3.6. Summary .........106-107
Chapter Four The First Round of Action Research......... 107-155
    4.1 Problem Identification......... 108
    4.2 Preliminary Investigations......... 108-121
    4.3 Formation of Problem-Solving Hypothesis......... 121-122
    4.4 Plan Intervention......... 122-126
    4.5 Action......... 126-130
    4.6 Observation......... 130-150
    4.7 Reflection......... 150-153
        4.7.1 Product-oriented Approach......... 150-151
        4.7.2 Propositional Writing......... 151-152
        4.7.3 Peer Feedbac......... 152-153
    4.8. Summary .........153-155
Chapter Five The Second Round of Action Research......... 155-184
    5.1 Research Purpose and Hypothesis......... 155-156
    5.2 Planning......... 156-162
    5.3 Action.........162-164
    5.4 Observation .........164-179
    5.5 Reflection......... 179-182
5.6 Summary .........182-184

Conclusion

The second notable limitation is the short duration of each round of actionresearch. The present three rounds of action research lasted only 24 weeks, with theprocess approach integrated respectively with the product approach, the PBLapproach and the genre approach and then applied in the medical students’ EFLwriting teaching practice. Too short period of time for the application of differentwriting approaches in each round of action research makes it impossible for dramaticchanges to take place. Though the overall outcome is satisfying to some extent, itmight have been more objective if each round of action research could have lastedlonger. Under this condition, the results of this study are just suggestive and tentativeones.Furthermore, in the three rounds of the present action research, the researcher isthe primary performer of data collection and data analysis. Since the study mainlyinvolved the qualitative analysis of the students’ compositions, interviews andreflective journals, the success of the study greatly depended on how the researcherfiltered the data through her own perspective. Though the researcher tried to validateher interpretation of the data through discussions with her colleagues, the risk ofpotential subjectivity still remains.
In this dissertation, the researcher has sought to cultivate the medical students’writing competence by dynamically integrating different writing approaches indifferent stages of writing instruction. The research findings have asserted the positiveeffect of the integrated writing approaches on the improvement of the medicalstudents’ writing competence. Therefore, the present study offers several enlighteningpedagogical implications for EFL classroom writing instruction, and presents anumber of recommendations for further research.

Bibliography
1 Bachman, L. Fundamental Considerations www.51lunwen.org/sampleenglishpaper/ in Language Testing [M]. Oxford: OxfordUniversity Press, 19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。