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ity which needs practical communication. While the productapproach emphasizes the final writing, stresses the response to a stimulus separatedfrom the actual communication environment. These lead to the shortcomings incurrent English writing teaching. Contrasting with the product approach, randomaccess instruction is put forward in the background of student-centered culture. It notonly focuses on the teacher’s role in the development of the students, but also stressesstudents’ autonomy in the process of learning. It emphasizes on the learner’s role andthe interactions in teaching.
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2.2 Theoretical Foundations of Random Access Instruction
The theoretical foundations of random access instruction have a lot of aspects,such as cognitive flexibility theory, constructivism theory, student-centered learningtheory, cooperative learning theory, learner autonomy theory and so on. In this part, itmainly demonstrates two theoretical foundations which are partially the basis ofrandom access instruction, including cognitive flexibility theory represented by Spiroand Jehng and constructivism theory. Cognitive flexibility theory is an eclectic theory for designing learningenvironments based on constructivism theory which was put forward by Spiro andJehng in 1990. This model describes how learning may take place in complexsituations. According to Spiro & Jehng, cognitive flexibility was defined as “theability to adaptively re-assemble diverse elements of knowledge to fit the particularneeds of a given understanding or problem-solving situation” (Spiro & Jehng, 1990).Based on the complexity of knowledge, Spiro divides the knowledge into“well-structured knowledge domains” and “ill-structured knowledge domains”. Andhe is especially interested in “ill-structured domains”, which represent most situationsin real life, such as medicine, literary criticism and history. It is based on the notionthat humans can restructure their knowledge as an adaptive response to changinginput and situational demands. This deals with knowledge representations andprocesses that are used to internally manipulate the representations.
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Chapter Three methodology.....21
3.1 Research Questions....21
3.2 Subjects .......22
3.3 Instruments.......23
3.4 Procedures........23
3.5 Data Collection .....27
Chapter Four Results and Discussion .....28
4.1 Results....28
4.2 Discussion ........43
Chapter Five Conclusion......46
5.1 Major Findings......46
5.2 Pedagogical Implication of the Study ......47
5.3 Limitations .......50
5.4 Suggestions for Further Research .......51

Chapter Four Results and Discussion

4.1 Results
Based on the description of methodology in Chapter Three, the responses to theprevious research question will be presented in this chapter, which are in forms oftables, figures, line graph and bar chart. All the data analyzed with the help of statisticanalysis instrument SPSS 19.0. Then, the discussion about the meaning of the data isoffered. All the data of three tests both in EC and CC were collected together andmade into an overall table of the Sample Statistics (Table 4-1). At the beginning of the research study, the researcher conducted a pre-test both inEC and CC at the same time. The main purpose of pre-test was本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。