Abstract
The most recent technologies have assisted educators in simplifying the process of teaching and learning; for example, they have expanded the writing course into an activity that is no longer restricted to the combination of words, phrases, and sentences to express the meaning in place of collaborating audio, video, and web-based elements in teaching-learning, which are all considered to be examples of digital technology. In particular, this conceptual paper focuses on the nature of multimodal digital composition, how digital multimodal is utilized in the teaching and learning processes of writing as well as the challenge and its solutions. Initially, a definition of what precisely digital composing is will be provided. The researcher conducts an in-depth investigation of recent studies on multimodal digital composition (MDC) and the function of multimodal digital composition (MDC) in improving comprehension and enhancing acquisition. Furthermore, pedagogical implementations are explored, in which the researcher outlines a multimodal digital composition (MDC) process that language teachers might utilize as a guide for the teaching-learning process of writing. A discussion of pedagogical implications follows this section. In conclusion, the obstacles and potential remedies leading to a deeper understanding are examined.
Published Version
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