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Figure 2-3 The numbers of relevant Chinese literatures each year (by 2020)

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Chapter Three Research Design............................29

3.1 Research Questions...............................29

3.2 Research Subjects........................... 29

Chapter Four Results and Discussion......................44

4.1 Effects of MP on Students’ Writing Performance...............................44

4.2 Effects of MP on Students’ English Writing Motivation.........................48

Chapter Five Conclusion................63

5.1 Major Findings..........................63

5.2 Pedagogical Implications.........................65

Chapter Four Results and Discussion

4.1 Effects of MP on Students’ Writing Performance

The subjects completed a writing task independently on September 7 andNovember 5 separately as pre-test and post-test, and students’ compositions wereevaluated according to the same scoring criterion (Appendix III), and marked by twoexperienced English teachers who have participated in the senior high school entranceexamination marking to ensure scientific, objective and fair marking. The scores ofthe compositions were given Pair-Sample t-test and Independent Samples t-test tocheck whether there is significant difference in the results between the pre-test andpost-test of EC and CC respectively.

Before the teaching experiment, the pre-test was conducted in both EC and CCto see whether these two classes are at the same English writing level. As is shown inTable 4-1 and Table 4-2, there is no significant difference between EC and CC inwriting level, which means the starting points of the two classes are almost the same.Therefore, it is possible to explore the effectiveness of adopting MP in EC.

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Chapter Five Conclusion

5.1 Major Findings

Striving to extend the scope of the application of MP and offer a solution to theexisting problems of English writing teaching in junior high school, the authorproposes a framework of the MP and applies it in the writing class. This thesisanalyzed the influence of applying MP on students’ writing competence and writingmotivation through tests, questionnaires and interviews. To sum up, the majorfindings of the current research are drawn as follows:

(1) The Multiliteracies Pedagogy can improve students’ writing performance tosome extent.

The data of the experiment shows that after being exposed to MP, the studentsmade great progress in their writing and gained higher marks. That is to say, theirwriting competence has been improved through experiencing MP classes.

Firstly, writing classes applying the MP can give students tasks which requirethem to search for information online, collect multimodal materials before or after thec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。