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4.2.1 Think-aloud Protocol ........ 41
4.2.3 Impact of DA on Higher-level Group’s WP ......... 45
4.2.4 Impact of DA on Lower-level Group’s WP .... 46
4.3 Summary....... 47
Chapter Five Conclusion ........49
5.1 Findings ........ 49
5.2 Implications ........ 50
5.3 Limitations .... 52
5.4 Suggestions for Further Study .... 53

Chapter Four Results and Discussions

4.1The Quantitative Analysis of DA and WP
The total number of initial cohort of subjects is 165, all valid. Scores range from themaximum 96 to the minimum 55. Though the range is up to 41, the mean score is80.53, resulting in the standard deviation as 8.195. The relatively high level ofstandard deviation and variance can be explained by the wide range of our subjects:from undergraduate to postgraduate English majors. This will benefit further researchon how different levels of discourse awareness affect EFL composing.The other set of the descriptive statistics is transformed scores on subjects’English compositions. Rating scales as in the Appendix IV is strictly followed byexperienced raters who are EFL writing experts or EFL instructors; then, originalscores are transformed in SPSS 16.0 for centesimal scores. Results are described asin the following table.Table 6 Descriptive.

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Conclusion

Major findings of this study are concluded from quantitative data likedescriptive statistics, Spearman’s Correlation Coefficient, independent sample t-test,and qualitative analyses upon questionnaire and think-aloud protocols. Bothpredetermined research questions are properly addressed.First, on the correlation between discourse awareness and writing performanceof Chinese EFL learners, a high value of 0.771 is found for Spearman’s correlationcoefficient. Subjects range from junior undergraduates to second year postgraduatewith sample size statistically meaningful. Data are gathered following strictprocedures and inputted for proper tests. Therefore, the coefficient value of 0.771 isthe hard evidence for discourse awareness to be correlated with writing performance.This means that to a Chinese EFL learner, the more discourse awareness he owns thebetter writing performance he is likely to behave; and vice verse.Second, correlation coefficient proved high, question on how the strength ofDA influence WP is tackled by categorizing the strength of DA into high and low andthen by making comparisons in between. After grouping and t-test, qualitativeresearch method stood on stage. By marking think-aloud protocols and jointlyanalyzing them with DA information revealed from questionnaires, the researcherdescribes how different levels of Chinese EFL learners discourse awareness affecttheir writing performance.
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Reference (omitted)

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