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For the Question 2, in the posttest, the argumentative writing quality of the studentsin experimental class and control class 2 have improved compared with the pretest. Itcan be seen that the writing guidance of the two classes is helpful to improve thestudents’ writing performance in argumentation. Compared with the control class 2,the experimental class has a greater improvement in writing score，lexical richnessand lexical density, writing length and sentence length, organization and SRLstrategy use, showing significant differences. 

Table 3-1 Variables of self-regulated strategies in writing

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Chapter Six Conclusion

The purpose of this study is to explore the impact of AWE-based SRSD instructionon English argumentative writing performance of college students of non-Englishmajors and the social validity of this new teaching mode. The research results showthat the experimental class students’ argumentative writing performance hasimproved after 18 weeks of teaching intervention. According to the three questionsraised in the study, correlation analysis and conclusions are made as follows.

1. The use of AWE system will promote the implementation of SRSD instruction. Tosome extent, AWE-based writing teaching and SRSD instruction can reinforce eachother. The common teaching effect of the two will be more conducive to theimprovement of students’ argumentative writing.

2. After the implementation of SRSD teaching experiment based on AWE system, thequality of students’ argumentative writing has been improved. Comparing with thewriting of posttest, we can know the writing score of students has increased, thelexical richness and lexical density have increased, the writing length and sentencelength have become longer and the organization of argumentative writing hasbecome more perfect. Students’ ability to correctly use SRL strategy in writing hasbeen enhanced. These two points indicate that students have improved theirargumentative writing ability under the new teaching guidance.

3. In terms of social validity of SRSD instruction based on AWE system, mostteachers and students are optimistic about it and think it has a certain promotingeffect on improving students’ writing level. Most of the students have a positiveattitude towards the effectiveness and operability of the teaching mode. Their interestin writing is stimulated and their self-efficacy is also enhanced. However, in thesurvey of teachers, it can also be found that a small number of teachers think that thenew teaching mode is not mature enough, and there will be some problems in its realimplementation. In a word, it still needs further teaching research.

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