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ing. Students  are  asked  to  write  a  composition  with  considering  the  right  forms  of  grammar, structure  and  vocabulary.  In  the  third  phrase,  “no  matter  what  the  error  is,  from  content  to structure, feedback is provided in their first draft” (Humes, 1983: 201). The feedback can be conducted  by  peer  or  small  group  involving  content,  organization,  vocabulary  and  grammar. In the fourth and fifth phrase, students revise and get the final draft (Zheng, 2013). 
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Chapter Three Research Methodology ..... 16 
3.1 Research questions ....... 16 
3.2 Research participants .... 16 
3.3 Research instruments .... 17 
3.4 Research design ............ 18 
Chapter Four Results and Discussions .... 28 
4.1 Analysis of the questionnaires ........ 28 
4.2 Data analysis and discussion of the test results ......... 3
4.3 Analysis of interviews ........... 41 
4.4 Discussion ............ 43 
Chapter Five Conclusion ......... 45 
5.1 Major findings ..... 45 
5.2 Pedagogical implications ....... 46 
5.3 Limitations of the research .... 47 
5.4 Suggestions for further research ..... 47 

Chapter Four Results and Discussions 

In  this  chapter,  the  data  is  analyzed  by  qualitative  method  and  quantitative  method, presenting the results of questionnaires, tests and interview in the form of tables and figures. The results are mainly to answer the research question. 

4.1 Analysis of the questionnaires 

There are two questionnaires to answer two questions. One is used to analyze the learner autonomy,  the  other  is  for  investigating  students’  attitude  towards  writing  after  the  given feedback.  There  are  pre-questionnaires  and  post-questionnaires  to  answer  the  two  questions respectively. The pre-questionnaire and post-questionnaire of learner autonomy are the same and each of  them  includes  19  questions  which  are  divided  into  three  dimensions  (See  Table  3.2).  The questionnaire  is  mainly  to  find  out  whether  students  are  having  the  same  level  of  learner autonomy  and  whether  the  learner  autonomy  of  EC  has  been  improved  through one-semester’s practice of the same level fusion feedback. The specific analysis is shown as follows.The pre-questionnaire is conducted in both the CC and EC before the experiment and used  to  analyze  whether  students  are  with  the  same  level  of  learner  autonomy.  The  data  and result  are  analyzed  from  the  three  dimensions  through  the  using  of  SPSS  17.0.  Table  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。