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f writing situations and tasks,situational feelingsexperienced while writing,beliefs about one’s general writing ability andtask-specific skills,the perceived value of writing,and desired goals for learning howto write.From the above various definitions,it could be concluded that writingmotivation is a kind of power that motivates students to attend writing activities,make efforts,and perform better in their writing.

Chapter Three Research Methodology...........................24

3.1 Research Questions..............................24

3.2 Participants....................................24

3.3 Instruments....................................25

Chapter Four Data Analysis and Discussion.....................38

4.1 Data Analysis...........................38

4.1.1 Changes in Students’English Writing Motivation......................38

4.1.2 Changes in Students’English Writing Performance....................47

Chapter Five Conclusion..........................59

5.1 Major Findings.............................59

5.2 Implications of the Study..........................60

5.3 Limitations and Suggestions for Further Studies...............61

Chapter Four Data Analysis and Discussion

4.1 Data Analysis

In this section,the data from the questionnaire,writing tests,and the interviewwould be analyzed to show the changes in students’English writing motivation andwriting performance.

4.1.1 Changes in Students’English Writing Motivation

The English writing motivation questionnaire was distributed twice before andafter the experiment to explore the changes in the English writing motivation of thecontrol class and the experimental class.The collected data from the questionnairewere stored in Excel and analyzed by SPSS 26.Independent samples t-tests wereconducted to show the difference in students’writing motivation between CC and ECbefore and after the experiment.What’s more,the paired samples t-tests were used topresent the changes in writing motivation of CC and EC before and after theexperiment.The following results of independent samples t-tests and paired samplest-tests will be presented.

4.1.1.1 Comparing Students’English Writing Motivation between EC and CCbefore the Experiment

In this section,the data on the English writing motivation before the experimentand its six factors are analyzed through the independent sample T-test.

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Chapter Five Conclusion

5.1 Major Findings

After the sixteen-week experiment,the qualitative and quantitative data havebeen analyzed to examine whether the application of interactive writing teaching injunior high school English writing class is effective or not.Based on the analysis anddiscussion of the results of the research questions,the major findings of the presentstudy can be summarized from the following aspects.

Firstly,the application of interactive writing teaching in junior high schoolEnglish writing classes can effectively enhance students’motivation for Englishwriting.Before the experiment,students’motivation for English writ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。