Research background: Digital multimodal composition has recently received paramount attention in the instruction of second language writing. Gap in knowledge: Although the merits of digital multimodal composition have widely been acknowledged by many scholars, the instruction of English writing has still remained monomodal in Iran.Purpose of the study: The present quasi-experimental study aimed to investigate the differential impacts of the two types of writing (multimodal/monomodal) on English as a Foreign language (EFL) learners’ writing ability in terms of content, communicative achievement, organization, and language across five times.Methods: To this end, two intact groups, including 59 EFL learners at a university in southeastern Iran participated in the study. The participants were assigned into two comparison groups of multimodal (n = 30) and monomodal (n = 29) compositions. The students in the multimodal group composed five digital essays, while the monomodal group used only the textual mode to produce their essays throughout the semester. Following a repeated measures design, the researchers assessed the participants’ writing ability across five times. A mixed between-within ANOVA was conducted to address the research questions.Findings: The results revealed that both groups showed significant improvement in their writing ability across time. Furthermore, the multimodal group outperformed the monomodal group in their writing ability.Value added: The findings suggest that writing instructional practices in Iran should be redefined and updated to accommodate the needs and expectations of the twenty-first century learners.

中文翻译：

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将数字多模态组合融入 EFL 写作教学

研究背景：数字多模态作文近来在二语写作教学中受到高度关注。知识差距：尽管数字多模态作文的优点已被许多学者广泛认可，但伊朗的英语写作教学仍然是单模态的。研究目的：本准实验研究旨在调查两种写作类型（多模态/单模态）对英语作为外语（EFL）学习者在内容、交际成就、组织、语言等方面的写作能力跨越五次。方法：为此，两个完整的小组，包括59伊朗东南部一所大学的英语学习者参加了这项研究。参与者被分配到多模式（n = 30）和单模式（n = 29）组合的两个比较组中。多模态组的学生撰写了五篇数字论文，而单模态组在整个学期中仅使用文本模式来撰写论文。在重复测量设计之后，研究人员对参与者的写作能力进行了五次评估。为解决研究问题，进行了混合组间方差分析。结果：结果显示，两组的写作能力都随着时间的推移而显着提高。此外，多式联运组的写作能力优于单联式组。附加值：