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Chapter 4 Results and Discussion...............................29

4.1 The effects of CALL-based POA on students’English writing attitudes..................29

4.1.1 The effects on students’writing motivation..............29

4.1.2 The effects on students’writing confidence........................31

Chapter 5 Conclusion.........................57

5.1 Major findings.............................57

5.1.1 Improvement of students’English writing attitudes..............57

5.1.2 Improvement of students’English writing proficiency..................58

Chapter 4 Results and Discussion

4.1 The effects of CALL-based POA on students’English writingattitudes

Before and after the experiment,33 questionnaires were distributed respectivelyto students in the EG class and received 33 questionnaires,all of which were valid.The measurement method is made on the Likert five-point scale:1.Never(0%);2.Generally not(<50%);3.Sometimes(50%);4.Often(>50%);5.Always(100%).There were 14 multiple choice questions,9 of which were about writing attitudes anddivided into four dimensions:writing motivation(Item1-6),writing confidence(Item7),writing interest(Item8),and cooperative awareness(Item9).After theexperiment,in-depth interviews with the students were conducted with theexperimental class,including two questions.The first question of interviews wasabout the perception toward students’English writing attitudes.The results of thequestionnaires and interviews can reflect students’attitudes towards English writing.

4.1.1 The effects on students’writing motivation

The questionnaire has 6 questions about writing motivation(Item1-6),with 5options for each question.Subjects selected one of from the five options based ontheir own situation.

Chapter 5 Conclusion

5.1 Major findings

Based on the data analysis of chapter 4,we confirmed that CALL-based POAcan improve students’English writing attitudes and proficiency,which illustrates theeffectiveness of the CALL-based POA in high school English writing teaching.

5.1.1 Improvement of students’English writing attitudes

The results of the questionnaires and interviews about students’English writingattitudes show that CALL-based POA can improve students’English writing attitudes.Students become more active,more confident and more interested in English writing.They are more aware of the importance of cooperation with other students.Thiscoincides with our theoretical foundation.

First,Constructivism and POA bothemphasize the situational nature of languageteaching,which can enhance students’interest in English writing.

Second,Constructivism and POA bothbelieves that learners should give fullplay to their initiative and construct knowledge independently,which can enhancestudents’English writing motivation and confidence.

Third,Constructivism and POA bothholds that interaction and cooperation arecrucial in the process of knowledge construction,which can enhance students’Englishwriting cooperative awareness.

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