Student Engagement in EFL Writing through Multimodal Digital Pedagogy: A Mixed-Methods Study
Keywords:
student engagement, multimodal pedagogy, digital learning, EFL writing, higher educationAbstract
Student engagement is widely recognized as a crucial element in effective language learning, particularly in EFL writing classrooms where students are expected to actively generate and communicate ideas. Although recent studies have explored the integration of digital technologies in language instruction, limited empirical research has specifically examined how multimodal digital pedagogy influences student engagement in EFL writing contexts. Addressing this gap, this study investigates the impact of multimodal digital pedagogy on student engagement in EFL writing classrooms, identifies the dimensions of engagement most influenced by this approach, and explores students’ perceptions of multimodal learning activities. This research employed a mixed-methods design involving 30 undergraduate EFL students enrolled in an academic writing course. Quantitative data were collected using a student engagement questionnaire administered before and after the pedagogical intervention, while qualitative data were obtained through semi-structured interviews. The findings demonstrate a significant increase in student engagement following the implementation of multimodal digital pedagogy. The mean engagement score improved from 3.18 (SD= 0.56) to 4.05 (SD= 0.50) on a five-point scale (t (29) = 6.84, p < .001). The improvement was particularly evident in behavioral and emotional engagement, as students participated more actively and showed greater enthusiasm during multimodal writing tasks. Qualitative findings further indicate that multimodal digital activities encouraged collaboration, interaction, and sustained attention in the learning process. These results suggest that multimodal digital pedagogy can be an effective instructional approach for enhancing student engagement in EFL writing classrooms and for creating more interactive and participatory learning environments in digitally mediated education.
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Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2023). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 93(2), 245–278.
Hafner, C. A., & Ho, W. Y. J. (2020). Multimodal literacy and digital writing in second language contexts. Language Learning & Technology, 24(2), 1–13.
Kessler, G. (2021). Technology and the future of language teaching. Foreign Language Annals, 54(1), 207–213.
Lim, F. V., & Tan, K. E. (2023). Multimodal pedagogies in language education: Opportunities and challenges. System, 113, 102987.
Mercer, S., & Dörnyei, Z. (2020). Engaging language learners in contemporary classrooms. Cambridge University Press.
Sari, D. P., & Putra, A. (2022). Digital storytelling in EFL classrooms: Enhancing student engagement and motivation. Journal of Language Teaching and Research, 13(4), 765–774.
