4.1.1 Results of the Experiment
Before the experiment began,the pre-test was used to find out whether the twogroups were of comparable English proficiency.
As seen from the t-value(-.304)and p-value(p=.896>.05),there was nosignificant difference between the two groups in the pre-test,indicating that the EGand CG students were at approximately the same level of writing ability at thebeginning of the experiment.
Chapter Five Conclusion
5.1 Major Findings
A total of six source texts(approximately 6,000 words)were provided tostudents in the experimental group throughout the 16-week period,and studentswere asked to complete a continuation task,which was different from the teachingof the control group.As one of the experimental control variables,the researchersprovided the same writing instruction to the experimental and control groups,including explanations of textbook content,reading texts and writing skills,and aseries of writing evaluation criteria.The purpose of this experiment was toinvestigate whether the continuation tasks could change students'writingperformance,including language diversity and coherence of discourse.Students inthe experimental group showed significant improvement in their writing skills withthe continuation tasks.Most of the students believed that writing became easier andmore interesting by reading and imitating the original text.
Based on the continuation tasks model proposed by Professor Wang,thepurpose of this study is to investigate the effect of the continuation tasks on thewriting quality(writing quality refers to linguistic diversity and discourse coherence)and writing level of senior high school students.Based on the above analysis anddiscussion,the main findings of this study can be summarized in order as shownbelow.
First,the continuation tasks had positive changes in terms of the diversity oflanguage expressions.Specifically,there was no significant difference in thelinguistic diversity of the students in the control group compared with the previous data,while the composition status of the experimental group was much better thanthat of the control group in terms of all data,which indicates that the continuationtasks had a positive effect on the English writing of senior high school students.Inaddition,in the experimental group,students'expression diversity,languageaccuracy and vocabulary choice were greatly improved after the experiment.Fromthe results of the interviews,although the students'attitudes toward the continuationtasks differed at different levels,most of them agreed that the continuation tasks hadan impact on their English writing.For some students with low English proficiency,it was indeed difficult for them to complete the continuation in a short time,but withthe help of the given materials,they could use what they absorbed from the readingmaterials in their own compositions and gradually complete the writing tasks.
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