Writing to Make Meaning through Collaborative Multimodal Composing among Korean EFL Learners: Writing Processes, Writing Quality and Student Perception

Abstract

The value of a multimodal approach (i.e., making meaning by combining multiple semiotic modes such as pictures or sound in addition to language) to conceptualizing and teaching writing has received growing attention ( Belcher, 2017 , Selfe, 2007 ). This study examined the focus of Korean EFL students’ discussions during multimodal composing (MMC), and the relationship between interactive writing processes during collaborative MMC and the outcome of MMC. It further examined students’ perceptions of MMC. Sixty Korean high school students completed MMC in groups of two or three students over three English class sessions. The project topic was the Fourth Industrial Revolution, and the students used Adobe Spark to create their MMC after watching the movie, I, Robot ( Proyas, 2004 ). Students’ interactions during planning time and MMC were transcribed and coded for the focus of discussion such as task management and content. The quality of their MMC was scored using a holistic rubric. The findings showed that students spent the majority of time on content development during planning and on content development, language use, slide design and task management during MMC. Additionally, the results showed that there was no significant relationship between students’ collaborative discussion (i.e., MMC episodes) and the quality of MMC. Finally, the participants exhibited positive attitudes towards the helpfulness of MMC in English learning.