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sequent investigation into the developmental traits of theproductive vocabulary of Israeli EFL learners in Grade 10 and Grade 11.The resultsshowed that the progress of productive vocabulary of students in Grade 11 was notobvious,and there was a plateau phenomenon.

Chapter Three Theoretical Basis ......................... 27

3.1 Constructivism Theory .............................. 27

3.1.1 Main idea of Constructivism theory ...................... 27

3.1.2 Constructivism theory and PBL .......................... 29 

Chapter Four Methodology ............................ 37

4.1 Research Questions ................................... 37

4.2 Research Participants ................................. 38

4.3 Teaching Materials .................................. 39

Chapter Five Results and Discussion ..................... 61

5.1 Results of the Study ............................. 61

5.1.1 Results of the pre-test ........................... 61

5.1.2 Results of the post-test .................................. 62

Chapter Five Results and Discussion

5.1 Results of the Study

This part presents specific findings that answer the two research questionsproposed in this study.They are:'What is the effect of PBL-based writing teaching onthe lexical richness of junior high school students?And what are the differences in theeffects on students at different writing levels?'It mainly includes a description andanalysis of the results of the pre-test,the post-test results,and the interview.

5.1.1 Results of the pre-test

The EG and CG in this experiment are parallel classes.Before the teachingexperiment,the teacher should ensure that both classes have similar levels of Englishwriting.Because if there is a significant difference in the English writing level of thetwo classes,it may have an unnecessary influence on the experiment.Therefore,thewriting scores of the students in the two classes in the pre-test should also be analyzedstatistically so as to determine whether there is an obvious distinction in the writinglevel of the two classes.After the analysis of students'writing scores,teachersanalyzed the lexical richness in students'writing according to four dimensions:lexicalvariation,lexical sophistication,lexical density,and lexical errors to ensure that thereis no significant difference in lexical richness in the pre-test between the two classes.

Thereafter,a 10-week teaching intervention was carried out for the two classes,among which,the experimental class adopted the PBL-based writing teaching,and thePWP writing teaching model was adopted for the control class.In week 12,the two classes were carried out post-test.Except for the different writing topics,theoperations of other aspects were consistent with the pre-test.After the post-test,theresearch questions were answered based on the analysis of results in the pre-test andthe post-test.And T-test in SPSS 27.0 was used for collecting and analyzing the datain this research.

Chapter Six Conclusion

6.1 Major Findings of the Study

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