英语论文网

When it comes to writing,Swain(1985)takes it as an advanced cognitive activity thatcombines reflective thought and pragmatic competence,and it also serves as a continuousprocess of expressing the writer’s thoughts logically and coherently.Under the influence of avariety of teaching methods and linguistics theories since the 1860s,some studies concerningthe enhancement of English writing teaching have been conducted by researchers.Moreover,owing to the rapid advancement of teaching theory,it is commonly recognized that changehas appeared,that is,the concentration from writing results to the writing process(Chen&Li,1999).

Product approach,whose primary focus is students’final product,in other words,students’writing result.It is affected by behaviorism theory and has been universally appliedin English writing teaching on account of until the 1960s.This teaching method adopts thewriting model,which is totally around the teacher(Zhang,2021),while the teacher ignoresstudents’writing process,and it turns out that the communicative function of the writing andthe principle of students are both ignored,let alone improve students’writing performance.

Chapter Three Theoretical Framework ................................. 21

3.1 Process-based Writing Theory ....................... 21

3.2 Constructivism Theory .............................. 23

Chapter Four Research Methodology ........................... 26

4.1 Research Questions .................................... 26

4.2 Research Participants ............................. 26

Chapter Five Results and Discussion ............................. 43

5.1 Effects of Multi-feedback on Students’ Overall English Writing Performance ........................... 43

5.2 Effects of Multi-feedback on Content, Language, and Organization in Students’Writing ...... 46

Chapter Five Results and Discussion

5.1 Effects of Multi-feedback on Students’Overall English WritingPerformance

As mentioned earlier,the study intends to explore the effects of multi-feedback onstudents’writing performance in junior high school.Hence,in an effort to better comprehendand verify the effectiveness of multi-feedback after the one-semester experiment,students’overall writing scores were collected from the pre-test and post-test both in EC and CC.Andthe results and analyses in detail are drawn below.

In the first place,to make a comparison of whether there was a significant difference inwriting performance between students with different kinds of feedback model in the twoclasses,the overall writing scores between EC and EE was examined by an independentsamples t-test.Results in Table 5-1 reveal that students receiving multi-feedback weresignificantly different from those only getting feedback from the teacher on English writing(t(85)=2.035,p<0.05).Consequently,it suggests that thanks to the support of themulti-feedback,students’English writing performance is promoted,as well as the effect ofmulti-feedback is relatively more significant than that of traditional teacher feedback onwriting accomplishment for junior high school students.Looking into the two grou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。