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Chapter Five Results and Discussion

5.1 Results

The main purpose of this section is to analyze the results of the questionnairesand semi-structured interview.All data collected are presented and analyzed asfollows.

5.1.1 Results of questionnaires

In this study,two questionnaires are carried out,with scores ranging from 18 to90,where a higher score indicates better performance in writing self-efficacy.Thepre-questionnaire is designed to examine whether the students in both classes are atthe same level.Additionally,post-questionnaires are administered after the teachingexperiment to observe the changes in the two classes.The results of thepre-questionnaires and post-questionnaires for the EC and CC are presented below,starting with an analysis of the pre-questionnaire.

(1)Results of the pre-questionnaire

Before conducting the teaching experiment,a pre-questionnaire is administeredto the EC and CC.The SPSS 26.0 software is used to analyze the data collected fromthe pre-questionnaire in order to ascertain that there are no significant disparities inEnglish writing self-efficacy between the two classes.Specifically,an independentsample t-test is performed to compare the data of pre-questionnaire between EC andCC.Table 5.1 displays the results of this analysis.

Chapter Six Conclusion

6.1 Major Findings

Through a comparative teaching experiment,this study explores the impact ofDA on the writing self-efficacy of junior high school students,as well as its effects onstudents’writing self-efficacy at varying levels of writing proficiency.The results ofthe two questionnaires and the interview have been presented and discussed inChapter five,and according to the results and discussion,the next section is going tosummarize the main findings of this study,which corresponds to the two researchquestions.

In the first place,the implementation of DA can enhance the writing self-efficacyof junior high school students.The results indicate that the average score of thepost-questionnaire in EC is 5.05 points higher than that of the pre-questionnaire,witha significant improvement observed.Furthermore,students display remarkableprogress in both dimensions of writing self-efficacy.Firstly,regarding their writingtask self-efficacy,the interview results reveal that students in the EC exhibitedincreased confidence in handling various writing assignments.This is because,in theDA writing teaching,students have the opportunity to gain a better understanding ofthe writing topic through activities such as brainstorming organized by teachers andcreating an outline before writing,which reduces the difficulty of writing tasks.Secondly,the improvement in students’writing skill self-efficacy is more prominentthan that in writing task self-efficacy.DA emphasizes the importance of a mediator.Inthe context of English writing teaching,peers and teachers can provide students with mediated learning experiences as highly experienced individuals,which helps topractice and consolidate certain writing skills and relevant knowledge.

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