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rch Procedures ......... 29 
3.5 Collections and Data Analysis ............ 43 
3.5.1 Data from the Questionnaires .... 43 
3.5.2 Data from the Pre-test and Post-test ............ 47 
3.5.3 Data from the Various Tests ...... 49 
Chapter Four   Findings and Implications ....... 55 
4.1 Major Findings ......... 55 
4.1.1 Advantages for Students ............ 55 
4.1.2 Advantages for Teachers ........... 57 
4.2 Pedagogical Implications ........... 59 
4.3 Limitations and Suggestions for Future Study ...... 60 

Chapter Four Findings and Implications

In this chapter, the author mainly presents the advantages for students and teacher in the process of applying portfolio to English topic-based review. Besides, the author also gives some pedagogical implications for the future teaching and learning according to the findings of the study. Finally, the author discloses the limitations and problems of the study and gives some suggestions for the future further study in this field.

4.1 Major Findings

The  purpose  of  the  study  is  to  demonstrate  the  effectiveness  and  feasibility  of applying  portfolio  to  English  topic-based  review.  It  proves  that  the  application  of portfolio helps students and teachers solve some tough problems and also help students promote  their  overall  English  ability  in  the  process  of  review.  So  the  author  finds  the students and teacher have the following benefits in the study. The students benefit a lot from the application of portfolio to English topic-based review. First, it contributes to developing a positive affect and attitude towards English learning.  Most  of  the  students  showed  interests  in  English  and  had  confidence  in learning English in the process of review. The results of the post-questionnaire and the teacher’s  observation  provide  the  powerful  evidences.  The  application  of  portfolio  is closely linked with students’ learning process. By establishing and looking through the portfolio, the students can know their concrete learning situation, which contributes to providing feedback on each field of learning and guiding them in their study. 

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Conclusion

The primary purpose of the study is to explore whether it can help teachers and students solve the difficulties in the process of English topic-based review and improve the efficiency of review by applying portfolio to the English topic-based review. Before the  study,  the  author  made  use  of  interviews  and  questionnaires  to  know  about  the difficulties of teachers and students in the process of English topic-based review. Then the author conducted an experiment for one term in a class of senior three taught by her. At  the  beginning  of  the  study,  the  author  used  questionnaire  and  pre-test  to  know  the learning  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。