Abstract Given the evolving landscape of digital and multimodal communication, collaborative digital multimodal composing (DMC) has emerged as a promising pedagogical approach for enhancing second language learning. Despite its advocacy in educational contexts, the implementation of collaborative DMC in EFL classrooms remains largely underexplored. The current study aims to address this gap by exploring an EFL teacher's attempts at collaborative DMC in an English writing course for first‐year undergraduates, focusing on the practical application of this innovative approach and the perceived benefits experienced by both students and the instructor. Data were collected through reflective journals from 30 course participants, semi‐structured interviews with six focal students and the course instructor, DMC products, and classroom documents. The findings indicate that collaborative DMC can offer various learning affordances when aligned with teaching goals and student needs. Specifically, this pedagogical innovation enhanced students' writing abilities, advanced their collaborative competence, and fostered higher‐order thinking skills. This study contributes to our understanding of the practical implementation of collaborative DMC in the EFL classroom, yielding valuable implications for pedagogical practices and future research.
Mao et al. (Sat,) studied this question.