Multimodal L2 composition: EAP in the digital era

This study explores students’ reflections on a digital project in an advanced ESL composition class in the US using a framework of multimodality. The goal of this study is to examine the role that including a multimodal digital literacy project in a composition class had in complementing and facilitating an argumentative research assignment. Findings demonstrate that including a multimodal digital project before assigning an argumentative research paper both facilitates an understanding of the writing process as well as develops a sense of multimodality in student writing by prompting them to see new ways to add modes of communication into their text-based projects. The paper argues that, as writing becomes increasingly multimodal and digitally mediated, the field of second language composition needs to incorporate digital literacies into its repertoire for higher levels of writing to foster advanced academic writing skills with authentic tasks that prepare students to become competent writers in a digitally mediated society.