Over the past decade, digital multimodal composing (DMMC) in the language learning context has received growing attention. DMMC entails teaching writing as the social practice of meaning making using various semiotic tools (Siegal, 2012). Despite its potential benefits as a way to teach a meaning-making process in the current digitalized era, much concern regarding a lack of language focus has been expressed. The current small-scale exploratory study compared Korean EFL learners’ writing for DMMC and traditional essay writing in terms of syntactic complexity and accuracy as well as the learners’ perceptions of the two composing tasks. Using a within group comparisons design, 18 university students in Korea completed both DMMC and traditional writing on the same topic of their choice as a part of their required writing class. The findings revealed that traditional writing elicited syntactically more complex writing than DMMC using two measures (i.e. the number of words per T-unit, the number of clauses per T-unit). However, there was no significant difference in the accurate clause rate between the two conditions. Students had generally positive perceptions of DMMC, particularly regarding its effective role in meaning making. However, mixed perceptions were found in terms of helpfulness in improving writing skills. Pedagogical implications for English for academic purposes (EAP) contexts are discussed.

中文翻译：

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多模态作曲和传统论文：语言表现和学习者感知

在过去的十年中，语言学习环境中的数字多模态组合 (DMMC) 越来越受到关注。DMMC 需要将写作教学作为使用各种符号工具进行意义构建的社会实践（Siegal，2012）。尽管它作为在当前数字化时代教授意义创造过程的一种方式具有潜在的好处，但人们对缺乏语言重点表示了很多担忧。目前的小规模探索性研究比较了韩国 EFL 学习者的 DMMC 写作和传统论文写作的句法复杂性和准确性，以及学习者对两种写作任务的看法。使用组内比较设计，韩国的 18 名大学生完成了他们选择的同一主题的 DMMC 和传统写作，作为他们所需写作课程的一部分。研究结果表明，传统写作比 DMMC 使用两个度量（即每个 T 单位的单词数，每个 T 单位的子句数量）在句法上引发了更复杂的写作。然而，两种条件之间的准确条款率没有显着差异。学生普遍对 DMMC 有积极的看法，特别是关于其在意义创造中的有效作用。然而，就提高写作技巧的帮助而言，人们发现了不同的看法。讨论了学术英语 (EAP) 语境的教学意义。学生普遍对 DMMC 有积极的看法，特别是关于其在意义创造中的有效作用。然而，就提高写作技巧的帮助而言，人们发现了不同的看法。讨论了学术英语 (EAP) 语境的教学意义。学生普遍对 DMMC 有积极的看法，特别是关于其在意义创造中的有效作用。然而，就提高写作技巧的帮助而言，人们发现了不同的看法。讨论了学术英语 (EAP) 语境的教学意义。