A SYSTEMATIC LITERATURE REVIEW OF TECHNOLOGY-ENHANCED MULTIMODAL COMPOSITION IN EFL CONTEXTS

Abstract

Technology-Enhanced Multimodal Composition has emerged as an innovative pedagogical approach in English as a Foreign Language (EFL) writing instruction due to the rapid advancement of digital technology and the increasing demand for twenty-first-century literacy skills. This study aims to systematically review previous research concerning the implementation of Technology-Enhanced Multimodal Composition in EFL writing contexts. Specifically, the review examines the types of technologies utilized, learning outcomes achieved, research methodologies employed, educational contexts investigated, and pedagogical activities implemented in Technology-Enhanced Multimodal Composition studies. This study employed a qualitative Systematic Literature Review (SLR) design by analyzing seven peer-reviewed studies published between 2020 and 2026. The data were collected from several academic databases, including Google Scholar, Scopus, ScienceDirect, Springer, Taylor & Francis, and ERIC, using keywords related to digital multimodal composing, multimodal writing, and AI-supported writing instruction. The findings reveal that Technology-Enhanced Multimodal Composition significantly enhances EFL learners’ writing performance, engagement, creativity, critical thinking, motivation, and digital literacy through the integration of multiple semiotic modes such as text, images, audio, video, and AI-assisted technologies. Furthermore, collaborative multimodal activities and GenAI-supported composing practices were found to foster behavioral, cognitive, and affective engagement, as well as self-regulated learning and metacognitive awareness. The review also indicates that quantitative and quasi-experimental approaches dominate current Technology-Enhanced Multimodal Composition research, with most studies conducted in higher education settings. Overall, Technology-Enhanced Multimodal Composition offers substantial pedagogical potential for transforming traditional monomodal writing instruction into more interactive, collaborative, creative, and technology-enhanced learning experiences in EFL classrooms.