EFL Learners' Perceptions and Attitudinal Fluctuations Toward Digital Multimodal Composition

Abstract

This longitudinal study used a mixed-methods approach to investigate multiple digital multimodal composition (DMC) tasks effect on EFL learners' attitudes toward DMC. The sample consisted of Arabic-speaking students (n = 40), enrolled in an English language program at a Saudi university. Data comprised multiple sources, including five online tasks, five questionnaires, reflections, and focus group discussions. The findings show that students maintained positive attitudes toward DMC, suggesting that such attitudes are not a consequence of the novelty effect, postulated in previous cross-sectional research. Furthermore, there is a significant attitudinal fluctuation observed in attitudes toward how DMC facilitates meaning communication. Meanwhile, major themes emerged that explain positive attitudes, including enjoyability, communication, motivation, Second language and writing development, and satisfaction. Conversely, the availability of nonlinguistic components might pose negative effects on learners. This paper sheds light on pedagogical implications and avenues for future research.

Investigating L2 Grammatical Accuracy in Digital Multimodal Writing

“…This similarity underscores learners' cognizance of the pivotal and communicative role of text, regardless of the writing mode. Previous research has indicated positive attitudes among L2 students toward DMC in terms of interest, meaning-making, communication, and writing development (Alrajhi, 2023a). Such positive views further suggest learners' engagement in this form of composition, which encompasses both nonlinguistic components and textual aspects, including linguistic accuracy.…”

“…The qualitative findings highlight learners' engagement and satisfaction with DMW, given its effective communication of meaning (Alrajhi, 2023a). As an enhanced educational experience (Veliz & Hossein, 2020) contributing to effective communication, the learners were intrigued by the utilization of multi-semiotic resources.…”

“…In this study, the learners did not invest significant effort in nonlinguistic components, as they were instructed to use ready-made materials, allowing them ample time to attend to text writing. Therefore, L2 teachers should consider the availability of nonlinguistic resources (Alrajhi, 2023a).…”