An Experimental Study On English Writing In Senior High School Based On Multimodal Writing Instruction Mode

The advent of globalization,the development of technology and the reformation of teaching methods have proposed the requirements for students to master proficient communication capacity.Therefore,a substantial gap has appeared to cultivating students’ English writing ability.However,most of senior high school students are not proficient in English writing.Traditional teaching methods need to be polished according to the demands of the current times.Directed by the requirements of the national English Curriculum Standard for General High school enacted by the Chinese Education Ministry in 2017(2020 revised),the paper conducts an experimental teaching research to assess the effects of the multimodal writing instruction mode on students’ writing ability,attitude as well as strategies and on students with distinct writing levels.Based on the interactive multimodal learning environment theory and process-genre writing approach,multimodal writing instruction mode is updated and suggested,which refers to the construction of an interactive multimodal learning environment to promote students’ cognitive information process through multimodal information input based on its related practical design principles to facilitate effective outcomes.A total of 108 students,from two parallel classes in the third year of XX middle school in Jiangxi province,are recruited as the research objects.The experimental class(EC)employs multimodal writing instruction mode,while students in controlled class(CC)are taught with traditional writing mode for a 10-week teaching study.The thesis adopts following research methods: experimental test method,questionnaire method,interview method and teaching reflection method combining both quantitative and qualitative analysis.During the study,the data of two classes such as writing test scores and questionnaires results employing attitude scale and writing strategy classification needs collecting before and after the experiment.Then the statistical analysis tool SPSS19.0 is used to handle the collected data.And in the semi-structured interview,six students with poor,intermediate and advanced writing levels are selected from experimental class.Eventually,such conclusions are drawn.First,the multimodal writing instruction mode can improve students’ English writing ability to a certain extent,which is reflected on the improvement of writing attitude and rational use of various English writing strategies.Second,the multimodal English writing instruction mode has obvious singular effects on students with different writing level ability.Students with advanced and intermediate English writing level make substantial progress in writing test scores after the experiment,while students with slightly poorer English writing level apparently make no progress.Moreover,the teaching implications are expounded based on the experiment.It also provides reference suggestions,future research direction and precautions for the application of multimodal teaching method in high school English writing instruction.