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3.1 Research questions ............................................. 17

3.2 Research participants ............................................. 17

3.3 Research instruments ...................................... 18

Chapter Four Data analysis and discussion ........................... 29

4.1 Data analysis and discussion about students’ writing achievement ........................... 29

4.1.1 Analysis and discussion of the pre-test in EC and CC .......................... 29

4.1.2 Analysis and discussion of the post-test in EC and CC ........................... 30

Chapter Five Conclusion ............................ 39

5.1 Major findings ........................................ 39

5.2 Implications for future English teaching ............................ 41

5.3 Limitations of the research and some tsuggestions for further study ........................ 42

Chapter Four Data analysis and discussion

4.1 Data analysis and discussion about students’ writing achievement

This experiment consists of two tests. In this part, the scores of the pre-test and the post-test will be analyzed. 

4.1.1 Analysis and discussion of the pre-test in EC and CC

Before the experiment, the students from EC and CC participated in the Huludao Ordinary High School Quality Monitoring Test in March 2020 with the same test paper. The paper was the initial exam of the semester. The full score of the writing part is 40 points, and the scores of the two classes  were  shown  in  Appendix  V.  The  writing  topic  was  showed  in  Appendix IV. This test’s scores  of  the  two  classes  were  chosen  as  the  pre-test  data,  so  the  results  were  analyzed  by  the SPSS19. The following are descriptive statistics performance for the two classes. The purpose of the  pre-test  is  to  investigate  the  two classes students’ English writing achievement  before the experiment. Table 4.1 indicates the mean scores of the students in EC and CC.

Chapter Five Conclusion

5.1 Major findings

In  the  process  of  the  one  semester’s  teaching  experiment,  the  Integration  of  Reading-Writing teaching approach was applied to the practice of English writing teaching in senior high school. The research was conducted through teaching experiments, questionnaires, and interviews. As can be  seen  from  the  above  experimental  results,  after  the  investigation,  the  average  scores  of  the students in the experimental class in the writing test were significantly higher than those in the control class, which shows that making full use of text reading in the textbook can indeed promote students' writing ability. The major findings are presented as follows:

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