Abstract
By adopting a mixed research method, this study made a preliminary investigation into the DMC (digital multimodal composing) practice in China’s EFL (English as a foreign language) teaching. An intact class of 35 students participated in the teaching experiment and completed five DMC tasks. Due to space restrictions, this article reported on the results of only one task. Results show: 1) Students spent more time on the composing stage during the DMC process and focused more on idea generation and language issues; 2) The seven groups of students employed the “introduction+body+conclusion” structure and used different semiotic combinations to convey meaning; 3) The participants held generally positive attitudes towards DMC practices. Limitations and suggestions for future research are also mentioned at the very end of this article.
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