Broadening Perspectives and Possibilities: Learners’ Pathways to Digital Multimodal Composition (DMC) in ESL Context

Abstract

This paper delves into the experiences of sixty undergraduate learners actively participating in distinct multimodal instructional units within their English as Second Language (ESL) writing curriculum. Drawing upon a qualitative approach encompassing learners’ written reflections, semi-structured designed interviews, and video observations, this research elucidates the principal themes that emerged from the learners' perspectives related to the potential of Digital Multimodal Composition (DMC) in the ESL context. These themes encompassed the exceptional opportunities afforded by this approach, which included the capacity to conceptualize ideas through the incorporation of visuals and auditory elements, the ability to communicate in novel and inventive manners, the platform it provided for the authentic expression of personal identities, and its effectiveness in the contextualizing topic within their learning journey. Furthermore, this research highlights the primary challenges and constraints voiced by the learners, which encompassed a gamut of technical issues and the quest for the most suitable mode of expression within the multimodal framework. Leveraging these insights, the study culminates in a discussion of implications for both research and practice, particularly about integrating DMC in the multilingual classroom setting.