From Figure 1, we can see 89% of the subjects liked learning English. The number of the students who were interested in English increased by 40%. This to a certain extent implies that brief drawings instruction in vocabulary teaching really contributed to students? motivation and confidence.
研究前后两个问卷设计问题相同，目的在于看学生的变化。因此，在数据分析时应象这里一样进行对比分析。不仅如此，作者还采用了两个图表方式，使数据展示更加清楚。
9.1.2 Question 2: Effectiveness of brief drawing in digestion of English
lesson
This question is to check if the brief drawings are helpful to the students in learning English.
Figure 2----Effectiveness of brief drawing in digestion of English lesson 2015105012344888621616before theresearchafter theresearch Note: 1= excellent 2= good 3= fair 4= bad From Figure 2, it can be seen that the brief drawing instruction is very helpful to the students. The number of the students who report to be able to digest what they have learnt in English lesson in class has distinctly increased, from 4 and 8 to 8 and 16. Only a small number of students report they cannot digest the contents of lessons. This indicates the effectiveness of the solution. In order to obtain more detailed data, I sum up the students? comments on the helpfulness of the brief drawings. It is summarized in the following pie chart to show the effectiveness:
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Pie chart 1---- students? attitudes on the functions of brief drawings
brief drawingsvery usefulusefula little usefulnot useful
From the above pie chart, it can be concluded that most of the students have positive attitudes towards games and activities. There is none who thinks the brief drawings is “no useful at all”. This result tallies with my original assumption.
数据分析时能与前面的假说相照应，这是在数据分析时应该特别注意的。常常有学生，数据分析是数据分析，只是展示结果，不讨论现象变化的原因，也不能前后照应。
9.2 Data from Tests
Two tests were administered in both classes, one at the beginning of the program, the other at the end, with the same format. The means of the two tests in the two classes were calculated and listed in the following table:
Table 2----Means of tests before research object class Control Group Experimental Group Rate of passing Rate of Excellence（%） （%） 83 92
Table 3----Means of tests after research
object class Control Group Experimental Group Rate of passing Rate of Excellence（%） （%） 90 88
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Rate of no passing （%） 17 8 43 64 Rate of no passing （%） 10 12 70 61
The above tables show clearly that the students have been making steady progress during the action research. In the Experimental Group, the rate of passing went steadily up from 83% to 90% and the rate of excellence increased sharply by 27%. While Control Group, which had been relatively better than the Experimental Group, had not been making progress at all and left behind.
这里只是成绩对比，应该加上适当的讨论，讨论其与研究之间的关系。另外，只是数据本身还不能说明问题，如果看进步够不够显著，应该算出其p值才可。
就该篇报告的数据分析部分来看，结果展示比较充分，但是讨论不足，操作与动机之间的关系，动机与成绩之间的关系讨论不够充分。这应该引起所有同学的注意，在以后的写作中要加强这一点。
10．Conclusion This paper is the result of the action I conducted in April 2001, which aimed at motivating the students through brief drawings(1)， which was assumed to be capable of cultivating motivation in middle school learners. (2) In order to solve the identified problem, several solutions were implemented during the action research.(3) Data collected from questionnaires and examination shows that brief drawings can help motivate middle school learners in the learning of vocabulary, dialogue, even concepts, which contributes to the students’ academic record.(4) Of course there are some problems with it. Still 1 student in my sister?s class thinks they don?t like learning English.(5) I shall help her to analyze the problem further using the scientific methods and design some new tasks to solve the problem.(6) 就结论而言，一般应该包括5部分内容，原始假说，研究结果，研究启示，不足之处，下一步研究的操作。 （1） 研究的目的。 （2） 原始假设。 （3） 研究的实施。 （4） 研究结果。 （5） 研究的不足。 （6） 下一步的研究。
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References
Williams M. And R. Burden, 1997. Psychology for Language Teachers: a Social
Constructive Approach Cambridge: Cambridge University Press. 李洪玉 何一粟，《学习动力》湖北教育出版社，1999。
[美]林格伦著 章志光译， 《课堂教育心理学》云南人民出版社， 1983年版。 阴国恩 李洪玉，《非智力因素及其培养》浙江人民出版社，1998。
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Appendix A Questionnaire One for Problem analysis
1. 你喜欢英语课吗？
A. 非常喜欢 B. 比较喜欢 C. 一般 D.不喜欢 E. 一点也不喜欢
2． 你不喜欢英语的主要原因是：
A. 词汇不熟 B. 语法太难 C. 内容枯燥 D. 形式死板 E.其它
3．你能当堂消化英语课内容吗？
A. 总是能 B. 有时能 C. 一般 D. 不太能 E.完全不能
4．你希望老师给你什么帮助？
A. 愉悦的课堂气氛 B. 轻松学知识
C. 改变听学形式 D. 学英语的技巧 E.其它
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