Investigating the impact of digital multimodal composing on Chinese EFL learners’ motivation

As digital tools reshape literacy and communication, writing increasingly incorporates multimodal resources. Although research on the impact of digital multimodal composing (DMC) on learners' writing development has grown, the motivational mechanisms underlying DMC remain underexplored. To address this gap, this mixed-methods study examined changes in students' motivation under DMC pedagogy and investigated the factors contributing to these changes. The study was conducted with second-year university students enrolled in an 18-week writing course. Using an explanatory sequential design, motivation questionnaires were administered as pre- and post-tests to generate quantitative data, followed by semi-structured interviews to provide qualitative insights. Four intact classes were randomly assigned into two groups (experimental and control groups). The experimental group (n = 66) received DMC-based instruction, whereas the control group (n = 62) followed a traditional text-based approach. Quantitative analyses revealed significantly greater gains in overall motivation and four expectancy-value dimensions (expectancy, intrinsic value, attainment value, and cost) in the experimental group, with utility value not reaching statistical significance. Semi-structured interviews with 18 students further illuminated the mechanisms underlying these motivational changes. Students perceived DMC as enjoyable and meaningful, beneficial for the development of writing skills and future professional relevance. It was also seen as supportive of confidence and personal growth, although it involved effort-related costs. These findings highlight the potential of DMC to reshape motivational dynamics in EFL writing instruction.