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This part covers four aspects: results of the pre-test, results of the post-test,results of the questionnaires and results of the interview. The researcher showed thedata and the results of the research.

4.1.1 Results of the Pre-test

Before the experiment, English writing scores of EC and CC and five sub-items,namely content, structure, vocabulary, language use, and grammar, were evaluatedaccording to the grading criteria on English composition for College EntranceExamination. The scores of the two classes were scored to investigate whether thewriting scores and the five sub-items of the two classes in the pre-experiment stagewere different or not, and whether they could be used as the research subjects of this research. The researcher calculated the average of English writing scores of the twoclasses and the scores of the five sub-items and did an independent samples T-test.

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Chapter 5 Conclusion

5.1 Major Findings

This research aims to explore the effect of Motivating-Enabling Approach onEnglish writing proficiency of high school students, including five aspects: “content”,“structure”, “vocabulary”, “language use”, and “grammar”, and the changes ofstudents’ attitude towards English writing. According to the comparative analysis oftests, questionnaires and interview, the following research conclusions can be drawn.

First, the application of Motivating-Enabling Approach to English writingteaching in high school can effectively improve students’ English writing proficiency.After the experiment, students’ writing scores in terms of “structure”, “vocabulary”and “language use” have been greatly improved. Among them, the improvements of“structure” and “language use” are more obvious.

The application of Motivating-Enabling Approach to English writing teaching in high school provides the effective input and output, so that students can increaseEnglish language use under the guidance and help of teachers and students. Inteacher-student interaction activities, teachers pay more attention to the changes ofstudents’ emotions, and guide students in time. Students explore their writingpotential and give feedback on teaching through dialogue and interactive activities toimprove their English writing proficiency. In this process, students learn to discoverproblems, which stimulate their own desire for knowledge and motivation. Meanwhile,the emotional incentives obtain from teachers and classmates can also help themimprove English writing proficiency.

In the motivating stage, students can fully discover the strengths andweaknesses of their own English writing, such as language errors, irregular use indiscourse, layout and so on, which affect students’ overall writing proficiency. 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。