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s related to language output. Van pattern (2007) believed thatthe language input of learners is closely related to their language comprehension level.If the learner tries to understand the meaning of the utterance, he must obtain the language input, and then establish a connection between the language meaning andthe relevant coding method. The Output-Driven, Input-Enabled Hypothesisemphasized “learning for use”, that was, output was both the goal and the drivingforce of language learning.

This driving force is mainly manifested as: by providing learners with reallanguage communication situations, learners are allowed to try to complete outputtasks. The purpose is to make learners feel the sense of urgency and hunger caused bytheir lack of language learning ability, so as to be more active in input learning for thecompletion of output tasks.

2.2 English Writing

This section includes definitions and teaching methods of English writing.

2.2.1 Definitions of English Writing

Writing is an important part of language learning. Experts and scholars at homeand abroad have given different interpretations of writing.

Writing is the process of describing things, expressing ideas, and exchanginginformation with the help of accurate written language and appropriate styles (LiZhenqi & Li Kaiyuan, 1994). Only the writing level can truly reflect a person’slanguage accomplishment. The purpose of writing is to express ideas and exchangeinformation. The quality of writing depends on the use of content, structure, and styleskills (Liu Runqing, 1999). Writing is a kind of communicative behavior based on theneeds of readers. The successful sign of this communicative behavior is that thewritten content is clear and easy for readers to understand (Li Hongye & Gao Lanying,2003).

In foreign countries, writing has been regarded as an auxiliary method for along time to assess learners’ mastery of certain structures and rules. For example,writing is mainly used for dictation. It was not until the late twentieth century that itattracted the attention of researchers. Writing is the process of expressing ideas andthinking. This process consists of two steps: one is to generate ideas, and the other isto draft content (Collins & Gentner, 1980). According to their theory, writing is apersonal, complex, and stylized process. Their statements sparked a wave of writingresearch. Learners develop from a knowledge teaching mode to a knowledgetransformation mode, that is, the process from conversational internalization tocomposition output (Bereiter & Scardamalia, 1982). Gumming (1989) agreed withCollins and Gentner’s point of view that writing includes thinking and drafting, and isaccomplished through various writing techniques. After studying writing, authorsmust go through several basic steps, such as formulating, executing, and monitoring.

Chapter 3 Methodology.......................... 26

3.1 Research Questions.......................... 26

3.2 Subjects......................................... 26

3.3 Instruments...............................................27

Chapter 4 Results and Discussion...................................36

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