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The data collected in the experiment is analyzed by the researcher and theresults as well as detailed explanations are presented in the following study.The data from the pre-test and post-test is analyzed by SPSS 18.0 software andthe results of the tests are shown in the form of tables so as to examine the actualeffects of multimodal writing teaching in senior high school.In order to test whether artistic special students in control class (CC) andexperiment class (EC) have the same English writing proficiency, the researcher getstheir writing scores from the pre-test and analyzes the data with SPSS 18.0 software.It can be seen from the table 4.2 that F is 0.001 and the Sig. value is 0.978 morethan 0.05 in Levene’s test for equality of variances, so the results in equal variancesassumed are referred. In t-test for equality of means, the Sig. value 0.829 is more than0.05, which means that English writing levels of students in CC and EC have noobvious differences. Hence, the experiment can be continuously implemented in twoclasses.

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Conclusion

Previous four chapters are mainly about the study background, relevanttheoretical basis, methodology, results and discussion on two research questions,which demonstrate the importance of multimodal writing teaching in senior highschool. In the last chapter, it is mostly about the major findings, pedagogicalimplications, limitations of the study as well as suggestions for further research.A three-month experiment centered on two research questions about the effectof multimodal writing teaching and artistic special students’ attitudes towards it iscarried out in senior high school. Indeed, there are some findings through the study ofthe application of multimodal writing teaching.Based on the results of the tests, the questionnaire and the interview, it isevidently seen that multimodal writing teaching makes the best of the characteristic ofartistic special students’ sensitivity to sound, images and gestures and the applicationof it in senior high school has a positive effect on improving artistic special students’English writing proficiency and interest. These students with artistic talents are verysensitive to images, sound and gestures. Meanwhile, multimodality including images,graphs, sound and gestures has visual and visualized characteristics, so students aremuch easier to comprehend the ideational and interpersonal meaning thatmultimodalities deliver. With the guidance of multimodal writing teaching, studentsgradually make progress in knowing about writing genres, analyzing writing topics,selecting writing materials and writing paragraphs. Besides, due to the interaction ofvarious semiotics with students’ senses, students can easily associate related writingknowledge, such as words and sentences as well as organize the structures of articles.Therefore, to some extent, multimodal writing teaching has improved artistic specialstudents’ English writing proficiency. However, there is no positive effect on a smallpart of artistic special students because their English basis is poor and their attentionis easily distracted by a variety of semiotics.
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