Bibliographic Details
| Title: |
Multimodal Composition as a Catalyst for Technology Self‐Efficacy. |
| Authors: |
Wu, Junjie Gavin1 (AUTHOR), Yang, Zi2 (AUTHOR), Lee, Sangmin‐Michelle3 (AUTHOR), Teng, Mark Feng4 (AUTHOR) markteng@mpu.edu.mo |
| Source: |
International Journal of Applied Linguistics. May2026, Vol. 36 Issue 2, p1333-1344. 12p. |
| Subject Terms: |
*Composition (Language arts), *English as a foreign language, *Teaching methods, *Digital learning, *Psychology of students, *Mixed methods research, Self-efficacy |
| Abstract (English): |
In technological learning environments, technology self‐efficacy (TSE) is a key to enhancing learners' learning perceptions and performances. The present paper examines the potential of multimodal composing, a pedagogical approach that allows learners to use different semiotic resources, in enhancing learners' TSE. This study employed a mixed‐methods design to investigate the impact of multimodal composing on TSE among a group of English for Specific Purposes learners. The statistical analysis of both pre‐ and post‐surveys revealed that the multimodal composing design had a measurable impact on students' TSE, with the three dimensions of magnitude, strength, and generalizability significantly improved after attending the course. The reflective data revealed more in‐depth reasons for the students' improved TSE. The findings supported that hands‐on engagement with multiple modes to create meaning in teaching and learning enhanced individuals' perceived confidence in accomplishing technology‐mediated tasks. The paper concludes with implications for future research. [ABSTRACT FROM AUTHOR] |
| Abstract (Chinese): |
摘 要: 在技术化学习环境中, 技术自我效能感(TSE)是提升学习者认知表现的关键要素。本文探讨多模态写作——一种允许学习者运用多种符号学资源的教学方法——在提升学习者技术自我效能感方面的潜力。本研究采用混合研究方法, 考察了多模态写作对特定用途英语(ESP)学习者技术自我效能感的影响。对前后测问卷的统计分析表明:多模态写作设计对学生的技术自我效能感产生了显著影响, 其强度、稳定性和普适性三个维度在课程结束后均获得显著提升。反思性数据进一步揭示了学生技术自我效能感提升的深层动因。研究结果证实:通过动手操作多种模态进行意义建构的教学实践, 能够有效增强个体完成技术中介任务的自信程度。文末提出了对未来研究的启示。 [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
