An Empirical Study on the Cultivation of Critical Thinking in College English Writing Classroom Based on Multimodal Discourse Theory

Abstract

In this paper, the empirical research method is employed based on the multimodal discourse theory, aiming to verify the role of college English writing class mode optimization combination in improving students' English writing proficiency and critical thinking ability. Based on the qualitative and quantitative analysis of the pretest of argumentative, narrative, expository writing ability and critical thinking ability on the target students and the post-test after multimodal teaching practice, it is found that the multimodal college English writing classroom improves students’ writing ability for argumentative writing more than for narrative writing and expository writing, as to the critical thinking ability, it has distinctively positive influence both on argumentative writing and expository writing. The results of the study probably evoke a constructive significance for the reform of college English writing teaching mode.