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Subjects........... 23
3.3 Instruments......24
3.4 Research Procedure.........27
3.5 Summary......... 33
Chapter Four Results and Discussions.........34
4.1 Data Classification and Calculation........344
4.2 Analysis about Students’ Interview.........47
4.3Comprehensive Analysis of the Influence from Gender....52
4.4 Summary......... 59
Chapter Five Conclusion......62
5.1 Major Findings........62
5.2 Pedagogical Implications........ 63
5.3 Limitations...... 65
5.4 Suggestions for Further Studies...... 67

Chapter Four Results and Discussions

After introducing the process and data collection way of the experiment, thischapter will present the final results of the five research questions and discuss thepossible reasons behind them. The order of this chapter will be arranged as follows:firstly, classification of scaffolding functions in three gender groups and thecalculation of each function’s appearance frequency; secondly, the data analysisabout students’ interview; thirdly, comprehensive analysis of the influence fromgender perceptions and conversational styles, and finally, the summary will be made,followed by students’ final accuracy of their compositions.

4.1 Data Classification and Calculation

In order to classify each kind of function, researcher clearly analyzed therecordings of students’ dialogue, with the help of other teachers. After discussingwith other teachers, researcher finally made the conclusion that, four scaffoldingfunctions ( MCF, Feedback, Recruitment and FC) were able to be found in thegirl-girl pairs, but sometimes, the Demonstration function didn’t appear in one girlgroup; boy-boy pairs often focused on three functions (MCF, Feedback, andDemonstration), but they seldom or never pay attention to the Recruitment and FC;compared with the same-gender pairs, five kinds of scaffolding functions were allfound in the mixed-gender pairs, which means mixed gender pairs could build fivefunctions in a balanced way, especially promoting students to pay more attention tothe emotional factors in the communication process.

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Conclusion

In this part, major findings of the research will be presented firstly. Next, it is theconclusion of the possible implications for English writing teaching, and finally, thelimitations of this study and some suggestions for further study will be summarized.This research aimed to study the gender differences of scaffolding functions inthe peer revision activity, which meant that, when students were arranged insingle-gender groups or mixed-gender groups, there were different scaffoldingfunctions in the communication process, therefore, researcher attempted to explorethese differences and also found out the possible reasons behind these differences.Specifically, researcher first intended to explore what types of scaffoldingfunctions would be found in three kinds of gender peer groups, and how about eachtype’s appearance frequency. After collecting these data, the main features ofsingle-gender groups and mixed-gender groups could be summarized. Throughinterview, students expressed their opinions about the revision process, whichprovided important information for researcher to explore the reasons behind thedifferences.The major findings of the present study are summarized as follows:First, thr