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Investigating the Effects of Digital Multimodal Composing on EFL Learners' Willingness to Communicate: A Mixed-Methods Study | ||
| Technology Assisted Language Education | ||
| دوره 4، شماره 2، شهریور 2026، صفحه 1-26 اصل مقاله (444.37 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.22126/tale.2026.13927.1186 | ||
| نویسندگان | ||
| Saman Ebadi* 1؛ Maryam Amiri2 | ||
| 1Professor of Applied Linguistics, Razi University | ||
| 2Department of English, Razi university,Iran | ||
| چکیده | ||
| Digital multimodal composing (DMC) is a meaning-making practice that combines textual, visual, and auditory modes through digital technologies. Despite growing interest in DMC, little research has examined collaborative DMC or compared its effects with individual DMC. The role of DMC in fostering learners’ willingness to communicate (WTC) in L2 writing, which is a significant predictor of their language performance, remains underexplored. This study presents the findings of a mixed-methods investigation examining the impact of individual and collaborative DMC on English as a foreign language (EFL) learners’ WTC. This study employed a quasi-experimental pretest–posttest design within a mixed-methods framework. The effect of the DMC intervention on EFL learners’ L2 WTC was assessed quantitatively, followed by qualitative analysis of interview data to provide deeper insight into learners’ attitudes toward the intervention. Three intact classes of 96 EFL learners were chosen and randomly assigned to two experimental groups and a control group. In experimental groups 1 and 2, students were subjected to individual and collaborative DMC, while students in the control group were exposed to traditional monomodal writing. DIALANG placement test, pre-test and post-test writing tasks, and semi-structured interviews were used to collect data. Quantitative data were analyzed by using word counts from pre- and post-test writing tasks as an indirect measure of L2 WTC, and qualitative data were analyzed through thematic analysis. According to quantitative findings, individual and collaborative DMC practices increased students' WTC. Collaborative DMC was also more effective than individual DMC in improving WTC. The findings contribute to L2 pedagogy by demonstrating the potential of DMC, particularly collaborative DMC, to foster learners’ WTC. | ||
| کلیدواژهها | ||
| Digital multimodal composing؛ willingness to communicate؛ L2 writing؛ EFL learners؛ mixed-method | ||
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آمار تعداد مشاهده مقاله: 135 تعداد دریافت فایل اصل مقاله: 125 |
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