An Action Research Of English Writing Teaching Based On Multimodal Teaching Model In Junior High School

English writing is an important skill in English learning,which reflects learners’ ability to use language comprehensively.English writing has always been a difficult point and a weakness for junior high school students to learn,and it is also difficult for teachers to teach.With the development of the multimedia age,people’s communication methods and meaning expression methods are multimodal.They gradually realize that pictures,colors,sounds and actions are also the means to express meanings.Under the circumstance,this thesis intends to adopt an action research method to explore the impact of the implementation of multimodal writing teaching on students’ English writing attitude and writing performance.Under the guidance of systemic-functional theory,this thesis intends to solve the following two key problems according to the implementation process of action research and the concept of multimodal teaching design:（1）How will students’ writing attitude be changed after applying multimodal teaching to English writing?（2）How will students’ writing performance be changed after applying multimodal teaching to English writing?This research takes 55 students from a class in the eighth grade of a middle school in Zunyi City as the research subjects.The implementation time is 4.5 months.Two rounds of action research are carried out through the research model of “planning,implementation,reflection,adjustment,and re-implementation.” In this study,questionnaires,tests,interviews and teacher’s logs are used to collect data,and SPSS statistical software is used for analysis.After analysis and discussion,this thesis draws the following two research conclusions.First of all,after the implementation of two rounds of multimodal writing teaching,students’ writing attitude has been changed positively,which is mainly reflected in three aspects: writing cognition,writing interest and writing motivation.Namely,most students are more aware of the importance of English writing;they are more interested in multimodal writing teaching;they are also more motivated to improve their writing performance.Especially the students whose writing level is in the middle and low level,their attitude change is more significant.Besides,students’ writing performance in multimodal writing teaching becomes better,and their writing scores also improve significantly,mainly in three aspects:writing cognitive performance,writing meta-cognitive performance and writing social-affective performance.Namely,students will actively accumulate more writing vocabulary and they write more fluently than before;they pay more attention to the coherence and logic of writing language;they will take the initiative to communicate with classmates,and revise each other’s compositions,and they will also seek help from teachers and classmates when they encounter problems.Therefore,it can be seen that the implementation of multimodal teaching in junior high school English writing teaching is effective,which also provides positive guidance and reference for front-line teachers’ English writing teaching and future research in the field of multimodal teaching.