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4.1 indicates the results of pre-questionnaire of learner autonomy in CC and EC.   

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Conclusion 

This  chapter,  based  on  the  data  analysis  and  findings  in  the  previous  sections,  mainly includes four parts. The first part is the major findings. Then the pedagogical implications are stated.  Thirdly,  the  limitations  of  the  study  are  presented  and  the  last  part  is  the  suggestions for further research.Through the quantitative and qualitative analysis, the application of the same level fusion feedback to senior high school is more effective on students’ writing than the traditional one. Here are the major findings: Firstly, it is proved that students’ learner autonomy level has improved greatly. The first questionnaire  was  mainly  to  point  out  whether  the  new  teaching  method  was  effective  in improving  the  learner  autonomy  of  students.  The  pre-questionnaire  showed  that  students  in both controlled class and experimental class were in the similar level. Students did not want to discuss  and  cooperate  with  others.  And  students  usually  finished  a  composition  just  in  one draft.  The  first  draft  was  the  final  draft.  They  also  seldom  set  learning  goals  or  used  some writing methods in their writing. However, the post-questionnaire of learner autonomy in EC showed  that  students  enjoyed  the  process  of  cooperation  and  discussion  among  peers.  They got used to listing an outline first and finishing writings with multi-drafts. During the process of  feedback,  they  initiatively  looked  up  new  words  in  the  dictionary  and  grammar  books  to learn new and unknown words and grammar. In addition, they could evaluate the outcomes of themselves and others. They could get some improvements during the self feedback and peer feedback. Secondly, the writing scores have been enhanced remarkably. According to the results of pre-test, it was obvious that the writing scores in CC and EC was similar. However, through the analysis of post-test, students got great improvement in their own writing scores. During the  new  teaching  method,  students  cooperated  with  and  learned  from  each  other.  And  the process of revising and correcting was the process of mastering and studying.  
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The reference (omitted) 
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