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4.1.1 Quantitative Results of Its Effects on Students’ Writing Ability .......... 56

4.1.2 Qualitative Results of Its Effects on Students’ Writing Ability ............ 63

CHAPTER FIVE CONCLUSION ....................... 78

5.1 Major Findings of the Research ........................... 78

5.1.1 The Effects of TLA Integration on Students’ Writing Ability ............... 78

5.1.2 Students’ Attitudes towards the TLA Integration .................................. 78

CHAPTER FOUR RESULTS AND DISCUSSIONS

4.1 The Effects of TLA Integration on Students’ Writing Ability

4.1.1 Quantitative Results of Its Effects on Students’ Writing Ability

The effects of TLA integration on students’ writing ability can be clarified from three parts, such as writing scores in pre- and post-test, scores of four dimensions in pre- and post-test, and scores of students at different levels in pre- and post-test.

4.1.1.1 Results of Writing Scores in Pre-test and Post-test

English composition scores can be regarded as the most intuitive manifestation of students’ English writing ability. In order to prove the effects of the TLA integration in English writing teaching, the author collected and analyzed pre-test and post-test scores of 82 students (research participants) with the help of SPSS 22.0. The results are as follows. 

CHAPTER FIVE CONCLUSION

5.1 Major Findings of the Research

The teacher interview, the pre-questionnaire and the pre-interview are designed to explore the current situation of students’ writing to ensure the necessity to apply the TLA integration to English writing teaching as the driving problems of this action research. Furthermore, the writing tests, post-questionnaire and post-interview are designed to answer the three questions. The following significant findings are drawn through the analysis and discussion of the results.

5.1.1 The Effects of TLA Integration on Students’ Writing Ability

According to the results of writing tests, it can be found that most students have generally made great progress after applying the TLA integration to English writing teaching. And the progress is significantly apparent for students at low-level group and middle-level group. More specifically, on the basis on the results of their writing test scores, for high-level group, the sequence of its effects is organization (0.550) >mechanics (0.525) >content (0.200) >language use (0.050); for middle-level group, its sequence is content (0.903) >mechanics (0.629) >language use (0.597) >organization (0.500); for low-level group, its sequence is mechanics (1.113) >content (0.871) >language use (0.710) >organization (0.597). Besides, based on the results of students’ self-perception in post-questionnaire, for high-level group, the sequence is organization (4.25)> mechanics (4.10); content (4.10)> language use (3.70); for middle-level group, the sequence is content (4.42)> mechanics (4.32)> organization (4.13)> language use (4.06); for low-level group, the sequence is mechanics (4.35)> content (4.19)> organization (4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。