From traditional writing to digital multimodal composing: promoting high school EFL students’ writing self-regulation and self-efficacy

Abstract

This empirical study sought to explore further affordances of digital multimodal composing (DMC) in EFL writing classrooms. It aimed to determine whether collaborative digital multimodal composing (CDMC) could enhance self-regulated writing strategies use and self-efficacy among EFL students. Additionally, it aimed to gain insights into students’ perceptions of this composing type within their writing coursework. The study mainly examined the performance and perceptions of 50 Saudi high school EFL students who actively engaged in a nine-week intervention involving the completion of a CDMC project task. Research data were gathered using a self-regulated writing strategies questionnaire, writing self-efficacy scale, reflection survey and semi-structured interviews. Quantitative data analysis showed improvements in students’ overall writing self-efficacy and use of self-regulated writing strategies. However, the effect of CDMC differed across the dimensions of both writing self-regulation and self-efficacy scales. Based on the qualitative data analysis, students demonstrated positive attitudes towards CDMC, particularly in terms of increased motivation and enjoyment, the opportunity to practise diverse writing strategies and developing self-confidence. However, their perceptions regarding the effectiveness of CDMC in improving their writing skills were mixed. The qualitative data analysis also identified several mediators shaping students’ perceptions. The study suggests that creating a collaborative DMC writing space and utilising scaffolding techniques can support EFL students’ writing self-regulation and self-efficacy. A discussion of effective ways to integrate DMC into EFL writing classes is provided, along with directions for future research.