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Chapter Four Results and Discussion

4.1 Effects of Prewriting Discussion on Students’ Writing
In response to the above research question proposed by chapter three, namely,the effects of prewriting discussion on students’ writing, this section will first exhibitthe data analysis of students’ writing achievement based on which a discussion of theresults will be presented. A pre-test on students’ writing performance was conducted before the experimentto make sure whether the students in the experimental class and the control class areof the same level. The results were analyzed by group statistics and independentsamples t-test and presented in Table 4.1 and Table 4.2. According to Table 4.2, the significant difference (sig.) of Levene’s Test forEquality of Variances is 0.911(>0.05), which implies that the variances of the pre-testof the two classes are equal. Therefore, the “Equal variances assumed” is selected toanalyze the result. Moreover, the sig. (2-tailed) is 0.882(>0.05), which means there isno significant difference between the pre-test mean scores of the two classes. Aboveall, the students in EC and CC basically have the same level of writing proficiencybefore the experiment.

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Conclusion

The thesis mainly focuses on the study of the role of prewriting discussion inEnglish writing teaching of art colleges. This thesis made a profound analysis of theimpact of prewriting discussion on English writing teaching and the major findingsare as follows.For one thing, compared with the traditional teaching method, prewritingdiscussion is indeed a good writing teaching approach to improve the art students’English writing proficiency, which can been seen from the comparison of the pre-testand post-test of the two classes. The average score of students’ writing in theexperimental class is obviously higher than that of the control class. This kind ofprogress looms large in the change of contents. That is, the contents of students’compositions in the experimental class had become more abundant and meaningfulafter the training. There are several reasons for the improvement of the art students’writing in EC, such as their interest in writing, the application of writing strategiesand a free environment, etc.
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