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5.1.1 English Writing Level

The analysis of English writing pre-test data reveals that there is no remarkable difference  between  the  EC  and  the  CC  in  English  writing  performance  before  the experiment; The results of independent sample T-test suggest that there are significant differences  in  English  writing  scores  between  the  EC  and  the  CC  due  to  different teaching methods, and the writing teaching method of reading-to-writing approach can greatly improve students’ writing skills.

As shown in Table 5-1, the overall level of the two classes before the test is very close. The average scores of the CC and the EC are 9.2000 and 9.2222, respectively, and the corresponding change ranges are basically the same, showing that the standard deviation is very close (standard deviation measures the fluctuation range of scores), which can be used as a test sample and a comparison sample for comparison. T test results indicate that there is no difference in English scores between the two classes before the test; The corresponding P > 0.05, revealing that there is no marked difference between the two classes. 

Table 1

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Chapter Six Conclusion

6.1 Main Findings

Through  the  analysis  of  experimental  data,  we  can  gain  the  conclusion  that reading-to-writing  is  a  powerful  approach  to  advance  junior  high  school  students’ writing performance. In this study, reading has occupied a special position and greatly advanced students’ writing performance. Through the analysis results, the following conclusions are drawn:

1) First of all, from the attitude point of view, by studying the test and interview, the author found out that the vast majority of students comprehended and understood the  importance  and  significance  of  writing  English  in  the  whole  English  learning. However, students generally have aversion and rejection to English writing. Writing task has become a compulsory assignment, and students have no enthusiasm. In the specific writing process, junior high school  students  have less knowledge reserves. Writing  practice  is  relatively  time-consuming,  and  students  are  passive.  Under  the influence of inappropriate learning methods and cognition, students frequently make grammatical mistakes, have weak genre awareness, and lack deep and true emotion. The most important reason for these problems  comes from the current result-based writing  guidance  method  of  junior  high  school  English  teachers.  In  the  process  of writing, students pay too much attention to the accuracy of language, and under the guidance  of  the  method  of  reading  and  promoting  writing,  students’  input  can effectively become output and get out of the writing dilemma. 

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