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uter and digital era, the means of conveying information become various, including the traditional paper text, audial speaking, as well as multimodal texts, hypertext, literacy etc. Accordingly, the means of learning have experienced a revolutionary change as a result. The typical change of learning method mainly refers to the multimodal learning.

2.1.1 Definition of Multimodal Learning

Kress and Van Leeuwen[8] brought up the definition of multimodel learning aiming to develop a conceptual framework on how people use a variety of semiotic resources to make signs in concrete social contexts. They referred their theory of communication as ‘multimodal’ because their work involves exploring ways that different modes of communication—oral language, written language, all manner of digital media, image, music, sound, gesture, and so forth are interrelated. Danile[9] claimed that the multimodal learning is an approach which incorporate learners’ multiple modalities and the available instruments of the environment, which contains the multiple representations provided by books or multimedia software. In 2011, Abbas Pourhosein Gilakjani[10] argued that the multimodal learning in the classroom should highlight the utilization of multiple modalities in real learning environments so that learners could select or negotiate the meaning conveyed from modalities to construct the concepts about the real world. Some linguists have defined the multimodal learning as a learning method which focuses on the multiple mode presentation for learners to cognitively processing information with the help of multimedia software. The research intends to adopt Pourhosein Gilakjani[10]’ definition on multimodal learning that emphasizes the use of multimodality and interactive learning environment construction to promote learners’ cognitive processing when writing class is undertaken. 

2.2 English Writing Instruction

English is regarded as a foreign language for most Chinese learners. Serving as an international communication tool which is most frequently used in the world, English has become an indispensable part of educational curriculum in Chinese schools. At the same time, English writing is considered as a highly demanding skill as well as a complicated multifaced knowledge that requires recursive process to obtain (e.g. grammar, genre, vocabulary and metacognitive competencies)[22]. Senior high school students in China are required to obtain certain English writing abilities and writing strategies, therefore it is necessary to further innovatively improve writing instruction.

2.2.1 Definition of Writing Ability and Strategy

According to China’s Standards of English Language Ability enacted by National language Commission of the People’s Republic of China[24], English writing ability refers to written expression capacity which is channeled by a repertoire of writing functions, purpose and context. As a result, learners’ ability to express in written form is mainly manifested by their capacity of production written texts of various functions. And the genres of written expression include written description, written narration, written exposition, written instruction and written interaction. The senior high school students are required to reach level 9 of the writing ability standard. According to the latest English Curriculum Standard for General High school [1] (2020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。