In recent years, digital technology advances have shifted how tertiary students produce and consume text, which many now view as a process of multiple modes of communication (Hafner, 2018). The ubiquity of technology in teaching and learning has allowed second language (L2) learners to "engage in multimodal composing and literacy practices" (Shin, Cimasko, & Yi, 2020, p. 1) to improve English language proficiency through a variety of text types (Barton & Potts, 2013;Belcher, 2017). Digital multimodal composing (DMMC) in second language writing, defined as "teaching writing as