Integrating Multimodal Composition into EAP Curricula to Enhance Argumentation Skills

Abstract

This study examines the impact of integrating multimodal composing into the teaching of English for Academic Purposes (EAP) on learners’ argumentative writing skills. Multimodal composing, which combines text, images, sound, and spatial elements, is viewed as closely connected to critical thinking, creativity, and learner engagement compared to traditional teaching practices. The study adopts a mixed-methods research design, collecting data through in-depth interviews with EAP learners, questionnaire analysis, and the evaluation of multimodal assignments using creative rubrics. Quantitative findings reveal significant improvements in argument structure, support, and coherence, with multimodal tasks achieving higher performance scores than text-based tasks. Qualitative results indicate increased levels of critical thinking, motivation, and engagement among learners, although some challenges emerged in coordinating and aligning multiple modes. Overall, the study highlights the pedagogical value of incorporating multimodal tasks in EAP instruction and emphasizes the importance of adequate scaffolding, alignment, and instructional support to help learners effectively manage multimodal composition