Developing and Validating a Multimodal Composing Scale in EFL Academic Writing: An Exploratory Factor Analysis

This study aimed to develop and validate a multimodal composing scale (MCS) to assess the competence of English as a Foreign Language (EFL) students in multimodal academic writing. Drawing on multiliteracies theory, rhetorical genre theory, and the socio-cognitive model of writing, the study adopted a cross-sectional survey design involving 313 Indonesian undergraduate students majoring in English education and literature. An initial pool of 42 items was constructed and refined through expert validation and pilot testing. Exploratory factor analysis (EFA) using SPSS 30 yielded a four-factor solution: rhetorical awareness and academic alignment, genre knowledge, design competence, and technical and reflective engagement, which explained 55.44% of the total variance. Factor loadings ranged from .402 to .902, and all subscales demonstrated high internal consistency (α = .757 to .883). The findings confirm that multimodal composing competence in academic writing is a multidimensional construct, encompassing rhetorical, genre-based, visual organization, and digital engagement. The validated instrument offers a reliable tool for assessing learners’ strengths, informing pedagogy, and supporting research in multimodal academic writing in EFL contexts. While the study offers strong psychometric evidence, future research should employ confirmatory factor analysis and expand the scale’s application across diverse educational levels and cultural settings.