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iple drafts to reach a satisfactory writing (Russell &Spada, 2006).In EFL writing class, the teacher corrected students' errors directly or indirectly.The students understood their errors and revised their writings under the help offeedback, and then improved their ability to write accurately. In contrast, if the teacher did not correct their errors, the “fossilization” might happen and it was very difficultfor the students to avoid. There might happen to be an assumption that the studentsthought they had conveyed the meaning properly and neglected the necessity ofrevision (Saito, 1994). In addition, students would lose motivation and sense of howthey could improve their piece of writing if the feedback was absent (Brookhart,2008).
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2.2 Related Theories to Foreign Language Acquisition

2.2.1 Process Writing Theory
The process writing theory focused on the field of writing studies that regardedwriting as a process instead of a product in the traditional approach that drew muchattention to the proper use of vocabulary, syntax or cohesive devices (Pincas, 1982).Historically, the emergence of process writing was supposed to begin in the late 1960s.Writing instructors attempted to provide more chances for those second languagelearners to carry out the group work as well as provide criticism for those students.They found that the students could recognize their errors and further made progressbased on their own and others' writings. Inspired by these methods, compositionscholars such as Murray (1968) started to conduct the application of these methodsinto the writing classroom and further came out more referential results. Emig (1971)separated writing into different stages, which Murray (1975) later categorized intothree procedures as prewriting, writing, and rewriting (also called ”revision”).
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Chapter Three Research methodology......... 25
3.1 Research Questions....... 25
3.2 Research Subjects....... 25
3.3 Research Instruments....... 26
3.3.1 Questionnaire....... 26
3.3.2 Interview....... 29
3.4 Pilot Study....... 29
3.5 Data Collection.......30
3.6 Data Analysis....... 32
Chapter Four Data Analysis and Discussion....... 34
4.1 Results of the Questionnaire....... 47
4.3 Results of the Interview....... 57
4.4 Summary 62Chapter Five Conclusion....... 63
5.1 Major Findings.......63
5.2 Implications and Suggestions.......65
5.3 Limitations....... 66

Chapter Four Data Analysis and Discussion

This chapter focuses on the results of collected data in the study. The results arereached from the qualitative and quantitative perspective. Data from the writingsconcerning about the students' revision are operated independent-samples t test todetermine whether there exists significant difference between Group A and Group B.independent-samples t test is also conducted to process data from the questionnaire inpurpose of determining whether there are any significant differences for the wholestudents in the beginning of the second semester and at the end of the semester whenthey were required to hand in their revised second drafts. Based on the researchmethodology, three types of analyses wi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。