@article{Maghsoudi_Golshan_Naeimi_2022, title={Integrating Digital Multimodal Composition into EFL Writing Instruction}, volume={8}, url={https://jle.hse.ru/article/view/12021}, DOI={10.17323/jle.2022.12021}, abstractNote={<p><em><strong>Research background:</strong></em> Digital multimodal composition has recently received paramount attention in the instruction of second language writing. <br><em><strong>Gap in knowledge</strong><strong>:</strong></em> Although the merits of digital multimodal composition have widely been acknowledged by many scholars, the instruction of English writing has still remained monomodal in Iran.<br><em><strong>Purpose of the study:</strong> </em>The present quasi-experimental study aimed to investigate the differential impacts of the two types of writing (multimodal/monomodal) on English as a Foreign language (EFL) learners’ writing ability in terms of content, communicative achievement, organization, and language across five times.<br><em><strong>Methods:</strong></em> To this end, two intact groups, including 59 EFL learners at a university in southeastern Iran participated in the study. The participants were assigned into two comparison groups of multimodal (n = 30) and monomodal (n = 29) compositions. The students in the multimodal group composed five digital essays, while the monomodal group used only the textual mode to produce their essays throughout the semester. Following a repeated measures design, the researchers assessed the participants’ writing ability across five times. A mixed between-within ANOVA was conducted to address the research questions.<br><em><strong>Findings:</strong></em> The results revealed that both groups showed significant improvement in their writing ability across time. Furthermore, the multimodal group outperformed the monomodal group in their writing ability.<br><em><strong>Value added:</strong> </em>The findings suggest that writing instructional practices in Iran should be redefined and updated to accommodate the needs and expectations of the twenty-first century learners.</p&gt;}, number={1}, journal={Journal of Language and Education}, author={Maghsoudi, Najmeh and Golshan, Mohammad and Naeimi, Amin}, year={2022}, month={Mar.}, pages={84-99} }