An analysis of students’ digital multimodal text production in the EFL classroom

"The covid-19 pandemic has led to a rapid spread and development of digital technology and an inevitable increase of digital multimodal text production in the English as a Foreign Language classroom. Derived from the constant changes in the students' lifestyles, teachers need to change how they teach and not continue perceiving language as the sole mode of meaning-making. The latter cannot only be attributed to reading and writing standards but rather to the incorporation of multiliteracies, mainly multimodal literacy. The production of videos allows learners to construct meaning by combining multiple modes. Therefore, digital multimodal text composing can highly contribute to developing the skills required in 21st-century education such as critical thinking, creativity, collaboration and communication. The current study aims to explore EFL students' compositions of digital multimodal texts and analyze the semiotic resources students employed to construct meaning in their digital multimodal texts. In addition, this research seeks to examine students' perceptions of Digital Multimodal Composing in order to explore the impact of video production on their learning process engagement. Hence, the focus of this study was to initiate changes in a participative community to improve education practice and make students aware of their role when learning a foreign language"