Digital multimodal composing (DMC) has attracted language instructors’ and researchers’ increasing attention during recent years. Previous studies mainly investigated the students’ DMC processes and perceptions, but DMC products are underexamined, and in particular, scarce is research comparing collaborative DMC products and individual DMC products. This article reports an empirical study conducted with 185 EFL college students in an English for specific purposes (ESP) course in Vietnam, in which they completed two infographic tasks using Visme, one collaboratively and the other individually. The DMC products were graded according to a rubric assessing the aspects of content/organization, multimedia/visual effects, and language use; the accuracy of the students’ infographics was also evaluated. The results of variance (MANOVA) test showed no statistically significant difference in the overall qualities of infographics between the two work conditions (i.e. collaborative composing and individual composing) as to both tasks, but the between-participant effects showed that collaborative DMC products were advantageous in visual effects for Task 1 and in content/organization for Task 2. The findings of the Welch’s t-test revealed no statistically significant difference in the accuracy of students’ DMC products between collaborative work and individual work. This study fills the research gap by comparing the qualities of collaborative DMC products and individual DMC products, and meanwhile highlights the role of infographics in writing pedagogy. Implications of the study for research and pedagogy are also discussed.

近年来，数字多模态作曲（DMC）引起了语言教师和研究人员越来越多的关注。以往的研究主要考察学生的DMC过程和感知，但DMC产品的研究不足，尤其是比较协作DMC产品和个体DMC产品的研究较少。本文报道了一项在越南对 185 名 EFL 大学生进行的一项针对特定目的英语 (ESP) 课程的实证研究，他们使用 Visme 完成了两项信息图表任务，一项是合作完成，另一项是单独完成。DMC 产品根据内容/组织、多媒体/视觉效果和语言使用方面的评估标准进行分级；还评估了学生信息图表的准确性。t检验显示，学生的 DMC 产品在协作工作和个人工作之间的准确性没有统计学上的显着差异。本研究通过比较协作 DMC 产品和单个 DMC 产品的质量来填补研究空白​​，同时强调信息图表在写作教学法中的作用。还讨论了该研究对研究和教学的影响。