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ects....... 18
3.4 Experimental Instruments.... 18
3.5 Data Collection........ 22
3.6 Experimental Procedures ..... 23
3.7 The Application of Schema Theory in English Writing Teaching ........ 32
Chapter IV Experimental Results and Discussions..... 40
4.1 Data analysis ..... 40
4.1.1 Analysis of the questionnaire......... 40
4.1.2 Analysis of the pre-test and post-test.... 42
4.1.3 Analysis of the Feedback Checklist...... 45
4.1.4 Analysis of the Individual Interview .... 46
4.2 Results and Discussion to the First Research Question..... 47
4.3 Results and Discussion to the Second Research Question ....... 48
Chapter V Conclusions......... 50
5.1 Major findings of the Experiment ..... 50
5.2 Implications of the Study...... 51
5.3 Limitations and Further Studies ....... 52

Chapter IV Experimental Results and Discussions

In this chapter, the data collected before will be analyzed through SPSS from differentperspectives, and the results of the data will also be discussed. The author here will tacklethe two research questions mentioned in the introduction of the present thesis. Section 5.1is the analysis of the data. The author shows analysis results of the data results. In section5.2, the author explains the results to the first research questio n and makes somediscussions about it. In section 5.3, the author will discuss about the results of the secondresearch question. After the questionnaire survey, the author has got a general understand ing about thesituation of the junior students’ English writing. It is really helpful for the author. And italso provides the author the direction of carrying out the empirical experiment. Thefollowings are the analysis of the data collected:

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Conclusion

From the analysis and discussion of the above, we can find that it is efficient onapplying the schema theory into the English writing teaching. Schematic teaching approachmakes the English writing teaching more abundant, flexible and relaxing. Here are the mainfindings of the study:
(1) From the results of the experiment, the schema theory does have a positive andsignificant effect on improving students’ English writing.
(2) It is much easier to improve students’ formal schema through the schematicteaching approach. But it is relatively less significant on the development of content.
(3) Compared with the traditional English writing teaching approach, the schematicEnglish writing teaching approach can improve students’ English writing more significantly.Though the traditional English writing teaching approach can improve students’ Englishwriting, it is not as obvious as the schematic approach.
(4) Students who are taught with the schematic approach show more interests in theEnglish writing. During the individual interviews, more students say that they find morepleasure in writing under the schematic teaching approach.
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Reference (omitted)

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