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3.4.3 Interview....... 20
3.5 Procedures ..... 20
3.6 Data Collection.... 26
Chapter 4 Results and Analyses ......... 27
4.1 Results and Analyses from questionnaires .... 27
4.2 Interview on teamwork.... 35
4.3 Results and Analyses from Pre-test and Post-test...... 36
4.3.1 Results and Analyses from Pre-test ........ 36
4.3.2 Results and Analyses from Post-test....... 37
Chapter 5 Conclusion........ 40
5.1 Major Findings .... 40
5.2 Limitations..... 40
5.3 Suggestions.... 41

Chapter 4 Results and Analyses

4.1 Results and Analyses from questionnaires
“Do you like class mood?” is the second Question. It shows that only 8 (25%) of thestudents think that they like class mood now in the Experimental Class. In the ExperimentalClass, the data shows the 15 (46.87%) students are uncertain and negative answers are 9(26.12%). In the Control Class, 14 (43.75%) of students do not have any idea either. Thesame number of Experimental Class do not like class mood. The numbers of positive answerin Control Class is the same with Experimental Class.Question 3 shows that both Experimental Class and Control Class only 5 (15.62%) ofthe students always do reading English homework. 13 (40.63%) of the students in twoclasses seldom do homework. 14 (43.75%) of the students have never done it.The Question 4 shows that 25% of the students in the survey have interested in readingmore other English books in experimental class. 26.12% of students in Control Class alsothink which reading more materials are useful. The number of negative answers in twoclasses which students choose is the same. In Experimental Class, 37.5% of students have noidea about it, while in Control Class the number is 12 (37.5%).

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Conclusion

According to the results of tests and questionnaires, this experiment that has lasted 4months has obtained the following some major findings:

1) During the period of the 4 months’ experiment, most learners in the experimentalclass feel heavily interest in learning English, and the students start to study English becauseof the love about it. Through the analysis on the questionnaire 1, a conclusion is drawn thatthe interactive approach is conducive to improve the students’ interests in learning English.

2) The result of questionnaire 2 is analyzed to illustrate that there is a big differencebetween the Experimental Class the Control Class after the experiment. The traditionalteaching methods almost stop students from promoting their teamwork. Compared with thetraditional teaching methods, the interactive approach gives more opportunities to studentsto practice the foreign language in the authentic communicative environments. The findingof this study proves that the interactive approach can facilitate the students’ teamwork moreeffectively than the traditional teaching method.

3) The result of pre-and-post tests for reading comprehension shows that both thetraditional reading instruction and the interactive approach can result in the students’improvement in reading comprehension. Through the comparison about the results of thepre-tests and post-tests, however, the interactive approach in reading classroom can helpstudents acquire more improveme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。