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tionnaires......33
5.3 Results and Discussion of Writing Drafts..........42
5.4 Results and Discussion of Reflect Chart and Journal............51
5.5 Results and Discussion of Interview....... 53

Chapter Five Results and Discussion

After two months’ experiment, the researcher intends to figure out if the application of portfolioassessment influence students’ writing proficiency and what their attitudes toward different kinds ofassessment ways which included self assessment, peer assessment and teacher assessment.Different data serves different questions. In this chapter, the researcher deals with the data andinformation from test papers, questionnaires, textual analysis of students’ writing revisions, reflect chartand journal as well as semi-structure interview. The quantitative data was analyzed through SPSS16.0 andthe researcher analyzed the qualitative data from writing drafts, reflect chart and journal as well as thesemi-structure interview. The data serves as following (see Table 5-1):

5.1 Results and Discussion of Test

There are two tests paper for pre-test and post-test paper. They serve for different function and theywere analyzed through SPSS 16.0. There were one hundred students involved in the test.This research was conducted in two classes, there are EC and CC. To find that if there’s significantdifference between two different classes, the pre-test was carried out in the beginning of the experiment.The data was analyzed through SPSS 16.0. The results of the two classes’ were compared according to the independent sample T-test. The results are as followings (see Table 5-2, Table 5-3):To make a more brief understanding, the Independent Samples Test was analyzed. It is clearly shownin the Table 5-3 that Sig (2-tailed) is 0.870 which is still higher than the 0.05. Besides, The 95% ConfidenceInterval of Difference lies in -3.45032 to 4.07432 which includes “0” in the period. Above all, there is nosignificant difference between CC and EC. This also means the two classes are in the similar languageproficiency and this is contributed to the further research.

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Conclusion

After two months’ experiment, both researcher and students in EC have gained a lot. In this chapter, theresearcher will presents the major findings, pedagogical implications, limitations and conclusion for theresearch based on the review of whole research.After the analysis of data from test paper, questionnaires, students’ writing drafts, students’ reflect chartand journal as well as the interview, the researcher elaborates the findings as the following:First, impact of portfolio assessment on students’ writing texts’ improvement. As mentioned before thatdifferent kinds of assessment are major parts during the implementation of portfolio. And the researcherselected the students’ drafts and analyzed them based on the taxonomy of revision changes. Differentassessment has their own characteristics. After receiving each revisions either from peer or teacher, thestudents reflect and adjust the writing drafts. This is a process of writing texts’ improvement. According tothe results of different aspects of revision, the results are clear. Seen from the perspective of type, thestudents’ writing drafts changes a lot in substitutions. These revisions mainly concentrated on substitutingthe existed words. Limited by the English profi