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revised), the senior high school students should master writing skills like organizing, draft and writing strategy. And for senior high school students in China, the direct and authentic way to reflect learners’ writing ability is English writing test scores, which is marked based on the unified scoring standard of English composition in the College Entrance Examination (See appendix IV). 

Chapter 3 Research Methodology ...................... 19

3.1. Research Questions................... 19

3.2 Research Subjects .............................. 19

3.3 Research Instruments ....................... 20

Chapter 4 Results and Discussions ......................... 40

4.1 Effects on English Writing Capacity .............................. 40

4.1.1 Results of Pre-test of EC and CC ............................ 40

4.1.2 Results of Post-test of EC and CC ..................... 41

Chapter 5 Conclusion ............................ 53

5.1 Major Findings ............................ 53

5.2 Pedagogical Implications ..................... 54

Chapter 4 Results and Discussions

4.1 Effects on English Writing Capacity

The changes of learners’ English writing capacity are showed through writing test. So as to verify the effects on learners’ writing capacity, author will employ the analysis software SPSS19.0 to conduct independence sample T-test and pared-sample T-test according to the scores of two class before and after the experiment.

4.1.1 Results of Pre-test of EC and CC

With the intention of examining the writing capacity of students in controlled class (CC) and experimental class (EC) before the experiment, the independent sample T-test is employed to prove whether the two classes are comparable before the experiment. 

Chapter 5 Conclusion

5.1 Major Findings

Multimodal writing instruction mode is applied to author’s practical English writing instruction with the research subject of students in Grade 3 in a senior high school to explore the actual effect of new instruction mode on learners’ writing attitude, strategies and ability. Quantitative and qualitative analysis of data from students’ writing tests scores, questionnaires, interviews as well as teaching reflection are performed. The major findings are obtained according to analyses and discussion.

As for the first question what multimodal writing instruction mode can impact students English writing ability, attitude and strategies, the answer could be certain. As the above results show, the multimodal writing instruction mode can effectively improve students’ writing ability on the whole, change most of students’ attitude toward English writing from three dimension: preference, perception and process and increase the students’ awareness of appropriately adopting writing strategies including metacognitive strategy, cognitive strategy, social affective strategy, organizational strategy and linguistic strategy. It is the multimode presentation like picture, video, animation on class that attracts students’ attention and arose some pe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。