Integrating Digital Multimodal Composition into EFL Writing Instruction

Research background: Digital multimodal composition has recently received paramount attention in the instruction of second language writing. Gap knowledge: Although merits digital have widely been acknowledged by many scholars, English writing still remained monomodal Iran.Purpose study: The present quasi-experimental study aimed to investigate differential impacts two types (multimodal/monomodal) on as a Foreign (EFL) learners’ ability terms content, communicative achievement, organization, and across five times.Methods: To this end, intact groups, including 59 EFL learners at university southeastern Iran participated study. participants were assigned into comparison groups (n = 30) 29) compositions. students group composed essays, while used only textual mode produce their essays throughout semester. Following repeated measures design, researchers assessed participants’ times. A mixed between-within ANOVA was conducted address research questions.Findings: results revealed that both showed significant improvement time. Furthermore, outperformed ability.Value added: findings suggest instructional practices should be redefined updated accommodate needs expectations twenty-first century learners.