Pathways to motivation and learning in English language education: a case of two youths engaging in multiliteracies

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dc.authorid0000-0002-9789-3508
dc.contributor.authorColak, Miranda Karjagdi
dc.date.accessioned2026-02-08T15:15:40Z
dc.date.available2026-02-08T15:15:40Z
dc.date.issued2024
dc.departmentBursa Teknik Üniversitesi
dc.description.abstractPurpose - This study investigates the effect of digital multimodal composing (DMC) on student motivation and literacy in English as a Foreign Language (EFL) contexts. It explores how students engaged in creating digital animations to respond to literary texts and the implications for integrating DMC into traditional literacy practices. Grounded in social semiotic theory and Self-Determination Theory, this study aims to understand how digital composing influences student engagement, motivation and literacy development. Design/methodology/approach - Qualitative data were gathered over a six-month period using a combination of student surveys, semi-structured interviews, reflection logs and student-produced scripts/ animations. This study focused on two university students who engaged in multimodal projects as part of their extracurricular EFL activities, examining their processes and reflections. Findings - Students demonstrated strong intrinsic motivation during DMC processes, largely due to the social affordances provided by digital multimodal composing. By combining traditional literacy skills with digital practices, students experienced enhanced creative expression, enhanced meaning-making and a deeper understanding of literary texts through the production and sharing of animated videos. This process promoted both emotional and cognitive engagement, emphasizing the importance of teacher guidance and digital tools in creating a more dynamic and supportive learning environment. Practical implications - This study outlines a practical approach to DMC through a structured process: selecting and reading a book, proposing a change as if requesting it from the author, creating and sharing a video on YouTube to explain the change and reflecting on the experience. This approach can guide educators in designing activities that deepen student engagement, enhance critical thinking and integrate digital tools with traditional learning methods. Originality/value - This study contributes to the understanding of how digital technologies can transform traditional literacy practices, offering insights into the benefits of multimodal composition for language learning and motivation in EFL contexts. It provides practical examples of how students and teachers can leverage digital tools to enhance literacy education and prepare students for 21st-century challenges.
dc.identifier.doi10.1108/ETPC-11-2023-0148
dc.identifier.endpage462
dc.identifier.issn1175-8708
dc.identifier.issue4
dc.identifier.scopus2-s2.0-85208279342
dc.identifier.scopusqualityQ1
dc.identifier.startpage442
dc.identifier.urihttps://doi.org/10.1108/ETPC-11-2023-0148
dc.identifier.urihttps://hdl.handle.net/20.500.12885/5882
dc.identifier.volume23
dc.identifier.wosWOS:001348030400001
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherEmerald Group Publishing Ltd
dc.relation.ispartofEnglish Teaching-Practice and Critique
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzWOS_KA_20260207
dc.subjectMultiliteracies
dc.subjectLanguage learning
dc.subjectMultimodal composing tasks
dc.subjectSituational motivation
dc.subjectCreating animated videos
dc.titlePathways to motivation and learning in English language education: a case of two youths engaging in multiliteracies
dc.typeArticle

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