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Writing Teaching Material.......... 37
        3.3.2 Questionnaire and Test.......... 37
        3.3.3 Statistical Method for Data Analyzing.......... 37-38
        3.3.4 Scoirng Criteira.......... 38-40
Chapter 4 Procedure ..........40-47
    4.1 Questionnaire on Interest and Attitude towards.......... 40
    4.2 Pre-test on English.......... 40
    4.3 Treatment in Class Teaching.......... 40-45
        4.3.1 English Writing Teaching .......... 40-41
        4.3.2 Teaching of Task-based Writing.......... 41-43
        4.3.3 Sample teaching plans for EC.......... 43-45
    4.4 Post-test ..........45
    4.5 Post-expeirment Questionnaire..........45-47
Chapter 5 Results and Analysis.......... 47-58
    5.1 Data Collected through the Results ..........47-55
        5.1.1 The Biref Introduction of the Test ..........47
        5.1.2 The Compairson of the Results.......... 47-55
5.2 The Compairsons of Pre-expeirment Questionnaire.......... 55-58

Conclusion

Which students can benefit more from this way of teaching? What kindof writing task is more suitable? We should consider these two aspects.The evaluation of the students’ writing is another problem. Theevaluator’s personal subjectivity seemed to be unavoidable in anysubjective testing. However, provided more evaluators were used, thegrading would have been more reliable.The grade of the participants is another problem. The time everystudent needs to get used to the task-based language teaching is different.This may affect their attitudes toward writing.On condition that more participants had been involved and somestatements in the questionnaire had been further subdivided, the resultswould be more reliable.The subjects for this experiment are only chosen from two classes ofGrade 9 of one junior middle school in Shanxi. The sample of subjects isnot enough to represent all the EFL learners .The result may be limitedto a certain degree and can’t be representative.
Large and regimented classroom gives some blocks so that it is noteasy to manage all the activities and timely adjust tasks difficulty andcontrol noise, especially at the beginning of the study when the subjectswere not familiar with how to do some interactive writing tasks. Somestudents used even Chinese to get the outcome of tasks in the given time.And some students were afraid to express their opinions and make a reportin class.No writing class required in junior middle school also added todifficulty for the study. It is impossible for the students to have moretime to do enough writing in class.Communication between students and the teacher is less, taskssometimes didn’t agree well with the goals and didn’t take fullconsideration of all the elements of the students’ need.It is difficult to extract the subjective factors during theexperiment. During the quantitative and qualitative analysis of theresults, many procedures and interpretations were to some extent affectedby the researche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。