This study used an experimental research design to determine the effect of multimodal approach in the teaching of poetry writing. It also tried to incorporate environmental literacy in the teaching of poetry writing. Further, it was anchored on the theory that poetry writing and environmental literacy can be taught together in a planned multimodal approach. This study used two groups of education major students taking up a literature class. The first group became the experimental group while the second became the control group. The experimental group underwent a multimodal approach in the teaching of poetry writing, while the control group underwent the conventional methodology of teaching poetry writing. The results showed that the experimental and control groups were both evaluated as accomplished writers during pretest. During posttest however, the experimental group became exemplary writers while the control group remained as accomplished writers. The results also showed that there was a significant difference between the pre-test and posttest mean scores of both the experimental group and control group. However, the results showed that the experimental group had higher mean gain scores compared to the control group after the experiment. This study showed that the multimodal approach was an effective approach in teaching poetry writing, in developing the skills of students in the different competencies of poetry writing, and in integrating environmental literacy in teaching poetry writing.
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