Writing in a private middle school EFL context : the benefits and challenges of a multimodal composition project

Abstract

This study mainly focuses on the benefits and challenges of a multimodal composition project as reported by grade 6 students in a private middle school that teaches English as a foreign language. Multiple data collecting instruments, qualitative and quantitative in nature, included analyses of teacher‟s diaries based on classroom observations, perceptions of participating students in the form of surveys, evaluation feedback to student projects, and focus group interviews of students and teachers. The instruments were employed to examine three main aspects of multimodal composition projects: students‟ attitudes towards such projects, and the benefits and challenges that students reported experiencing during, and following, the completion of the project. This action research study showed that participants generally reported a positive attitude towards composing tasks in a multimodal way, highlighting the multiple benefits such tasks have on more than one level – vocabulary acquisition, computer skills development, engagement in written tasks, collaboration between team members, and an increased level of motivation towards composition practices. The study also revealed that many participants encountered several challenges during the process, mostly of technical nature, among which is the lack of resources and materials available for them to complete their tasks.