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Before the treatment, the EC and the CC completed the pre-questionnaire under the guidance of the researcher. The score of the questionnaire is the average score of 18 questions, ranging from 1 to 5. The collected questionnaire scores were imported into the software SPSS 26.0 for an Independent Samples t-Test. The results are shown in Table 5.1. 

Chapter Six Conclusion

6.1 Major Findings

Under the guidance of the input-output hypothesis, the xu-argument and self-efficacy theory, this study conducted an empirical study to explore the effects of comparative continuation on senior high school students’ English writing self-efficacy. Meanwhile, based on the research of Shell, Murphy and Bruning (1989), English writing self-efficacy in this thesis is divided into two dimensions: English writing task self-efficacy and English writing skill self-efficacy. The researcher also further explores the difference in the effects of comparative continuation on these two dimensions. After analyzing the collected quantitative and qualitative data and discussing the results, two main findings of this empirical study are drawn, which can answer two research questions. 

Firstly, comparative continuation can significantly improve senior high school students’ English writing self-efficacy. After the treatment, the Paired Samples t-Test was used to compare the mean value of the EC in the pre-questionnaire and post-questionnaire in English writing self-efficacy. The value of the EC increased from 2.994 to 3.289, with a p-value of .000 (.000< .05), indicating that the EC’s English writing self-efficacy was significantly improved, rising from medium level to near high level. In comparison to proposition writing, which is the most common form of writing training, the students reported that comparative continuation significantly improved their confidence in writing ideas and the use of vocabulary and sentence patterns.

Secondly, comparative continuation has different effects on English writing task self-efficacy and English writing skill self-efficacy. As for the English writing task self-efficacy, some students are unable to innovate in style and structure due to the imitation of structure and main points in comparative continuation. Moreover, students have not been trained in other styles mentioned in the English writing task self-efficacy, such as emails or descriptive essays, during the treatment. The scores of the questionnaire before and after the English writing task self-efficacy are basically consistent. Therefore, comparative continuation has a poor effect on senior high school students’ English writing task self-efficacy. As for English writing skill self-efficacy, reading materials provided by comparative continuation are good materials for students to learn vocabulary, sentence patterns and grammar, and vocabulary and grammar knowledge are the most important factors affecting writing (Ye, 2018; Li, 2020), comparative continuation can significantly improve students’ English writing skill self-efficacy. 

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