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as the pre-test and the post-test. Then the researcher discusses the twoquestionnaires in detail from different dimensions about writing and at last, an interview isfollowed. All the results will give answers to the three research questions mentioned in theprevious chapter.

4.1 Answers to Research Question 1
In this section, two horizontal comparisons which compare the pre-test and post-testbetween the two classes and two vertical comparisons which compare pre-test and post-test inthe Control class and in the experimental class will be presented. And the results will answerthe Research Question 1, that is, “Does the Process Genre Approach significantly improve theEFL students’ writing scores?”.The topic from NMET 2013 was used as the pre-test. As the comparison shows, themean score in the control class is 11.64, while the mean score in the experimental class is11.89. It is rather irresponsible to say that the two classes are the same level. Then theindependent samples test for Equality of Means was conducted to give the detailedelaboration statically and scientifically.T for the control class is -.286 and for the experimental class is -.286, too. The Sig. inLevene’s Test for Equality of Variances is .907, which is higher than 0.05. And specifically Pfor Equal variances assumed and Equal variances not assumed is .775, which is higher than0.05. Thereafter, there is no significant difference between the mean scores in the two classes.In other words, the English writing levels of the students in these two classes are equal.

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Conclusions

In this chapter, the researcher will draw conclusions from the data analysis anddiscussion. Major findings, pedagogical implications, limitations and suggestions for thefuture research will be presented in the following section.After the experiment, through analyzing the results of the pre-test, post-test,questionnaires and the in-depth interview, the following findings have emerged.(1) Through analyzing the comparison of the pre-test between the control class and theexperimental class, the finding is that they are equal in their writing level.(2) Through analyzing the comparison of the pre-test and post-test in the control class,the finding is that the Product Approach hasn’t any great change in the students’ writingcompetence.(3) Through analyzing the comparison of the pre-test and post-test in the experimentalclass, the finding is that the Process Genre Approach has a bigger effect on improving thestudents’ writing competence.(4) Through analyzing the comparison of the post-test between the control class and theexperimental class, the finding is that the Process Genre Approach is more effective toenhance the students’ writing competence, compared with the Product Approach.
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References (omitted)

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