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n.  In Bygate (1996) study, subjects were asked to retell a story and retell it after three days. The  results  showed  the  overall  indicators  of  language  forms  had  a  corresponding improvement.  In  the  second  repetition,  complexity,  accuracy  and  fluency  had  a  shape increase.  
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3. Research Design ...... 11 
3.1 Research Questions ..... 11 
3.2 Research Subjects ........ 11 
3.3 Research Instruments .......... 12 
3.3.1 Questionnaires ........... 12 
3.3.2 Writing Tests ..... 12 
3.4 Research Procedures .... 16 
3.5 Data Collection .... 17 
4. Results and Discussions ........... 19 
4.1 Results and Discussion of the Questionnaires ..... 19 
4.2 Comparison of Students’ Performance in Three Aspects.... 24 
4.2.1 Comparison of Students’ Performance in Content .... 24 
4.2.2 Comparison of Students’ Performance in Organization .... 26
4.2.3 Comparison of Students’ Performance in Language Use .......... 28 
4.3 Results and Discussion of the Pre-test and Post-test ........... 36 
5. Conclusion ....... 41 
5.1 Major Findings .... 41 
5.2 Implications......... 42 
5.3 Limitations and Suggestions of the Study .......... 42 

4. Results and Discussions  

The ultimate aim for the thesis is to examine whether the task frequency will improve the students’ writing proficiency. The writing quality is evaluated from three aspects that have mentioned  above.  This  chapter  will  discuss  the results  of  the research  questions  and  analyze these  results  and  data.  Firstly,  the  subjects’  attitudes  toward  the  English  writing  and  task frequency  before  and  after  the  experiment  are  observed.  All  results  and  discussions  rely  on relevant  data  analysis.  Next,  the  students’  performances  under  the  impact  of  two  writing approaches  are  compared.  Finally,  the  two  classes’  results  of  pre-test  and  post-test  are compared  to  find  out  if  significant  differences  emerge.  To  comprehensively  analyze  the results,  parallel  comparison  and  longitudinal  comparison  are  adopted  respectively.  With longitudinal  comparison,  the  author  compares  the  inner  changes  of  the  two  classes  in  the experiment. Parallel comparison is adopted to compare the two classes’ differences before and after experiment. On the account that the subjects are senior three students, College Entrance Examination’s  marking  criteria  are  deliberately  employed  to  compare  their  writing  scores. Then the results of pre-test and post-test are compared in content, organization and language use.  
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