The Impact of Multimodal Discourse on Iraqi EFL Learners' Writing Skills

The present study was conducted to investigate the impact of multimodal discourse on Iraqi EFL learners' writing skills. To achieve goal, a group including 40 learners participated in free paragraph course based their scores Placement Test. Selected participants were randomly assigned control (N=20) and experimental groups. Prior start course, both groups given pretest (writing test). exposed treatment (multimodal use discourse, e.g. video picture Halliday’s social semiotics approach) one did not receive any treatment. Having accomplished experiment, two completed tasks as posttest. Results t-test indicate significant outperformance over