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and post-test. The discussionis about students’ changes on English writing ability and writing attitudes under theimpact on formative assessment.

4.1 Results

After doing the experiment, the author collects data and information ofquestionnaire, pre-test, post-test, and interviews from the controlled class andexperimental class. Therefore, the author can get results of her research from them byanalyzing them in detail.This table counts the answers in the pre-questionnaire in both controlled classand experimental class. The first three questions show students’ attitudes to Englishwriting. The first question shows students who are uninterested in writing are morethan those who are interested in. The second question shows that only 5.3% studentsin the controlled class and 8.1% students in the experimental class have very positiveattitude in English writing. About the third question, there are altogether over 80%students in both classes who think writing is important in English study.

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Conclusion

This chapter mainly concludes the thesis. The author first points out the majorfindings she finds in the research. Then the author analyzes the pedagogicalimplication and limitations of the study. Finally she gives suggestions for the furtherresearch.According to the pre-questionnaire, post-questionnaire, tests, interview, and theexperiment, the author points out the usage and advantage of formative assessment,and formative assessment is good and helpful for English writing teaching. Formativeassessment can improve students’ writing ability and can positively change students’attitudes to English writing.Firstly, after the experiment, the author finds that many students’ attitudes toEnglish writing have changed positively. Before the experiment, many students don’thave interests in English writing, and they even feel stressed when they have tasks ofwriting. They don’t want to spend too much time writing English compositionscompared with other English skills. Now, students feel less bored and stressed inEnglish writing. Some students even find the interests of English writing. Formativeassessment can stimulate students’ interests, make them more careful when they arewriting, and have confidence in themselves, etc.Secondly, formative assessment is helpful for senior high school students toimprove their writing ability. Before the experiment, many students have problems inmany aspects of English writing. Such as vocabulary, grammar, coherence, etc. Manystudents don’t try to find solutions to deal with these problems because they are tiredof English writing. After the experiment, many students develop good habits ofwriting. In the process, they know how to solve their problems and improve theirwriting ability. They make fewer and fewer mistakes in writing and write bettercompositions compared with before. They have learned how to write a goodcomposition. Their comprehensive ability has been improved and enhanced.
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References (abbreviated)