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All Journal EXPOSURE JOURNAL IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ETERNAL(english, teaching, learning, and Research Journal) ELS Journal on Interdisciplinary Studies in Humanities Edumaspul: Jurnal Pendidikan INTERACTION: Jurnal Pendidikan Bahasa Klasikal: Journal of Education, Language Teaching and Science LETS: Journal of Linguistics and English Teaching Studies International Journal of Environment, Engineering, and Education La Parole : Journal of Language Teaching and Pedagogy Jurnal Pendidikan Progresif INTERACTION: Jurnal Pendidikan Bahasa
Latifa, Ammang
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Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Electrical & Electronics Engineering Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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THE IMPACT OF MULTIMODAL LITERACY ON STUDENTS' WRITING SKILL DEVELOPMENT: A CASE STUDY AT THE UNIVERSITY OF MUHAMMADIYAH MAKASSAR M., Muhammad Thahir; Latifa, Ammang
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 2 (2025): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/ac3zz933

Abstract

This study investigates the impact of multimodal literacy practices on students’ academic writing development in an EFL higher education context. Drawing on contemporary multimodality frameworks (New London Group, 2021; Serafini, 2022; Jewitt & Kress, 2023), this research explores how students engage with linguistic, visual, spatial, and digital resources when composing texts. A qualitative case study was conducted with undergraduate students at the University of Muhammadiyah Makassar. Data were collected through classroom observations, document analysis, and semi-structured interviews, followed by thematic analysis. The findings reveal that multimodal literacy significantly enhances students’ idea generation, structural clarity, audience awareness, and overall writing motivation. Students demonstrated an increased ability to integrate visual and textual elements coherently, which contributed to more engaging and conceptually accurate writing. However, the study also identifies challenges, including digital navigation constraints and cognitive overload. This article concludes with theoretical and pedagogical implications for strengthening multimodality-driven writing instruction in EFL settings.
Co-Authors Abdul Rahman AMALUDDIN Amaluddin Amaluddin, Amaluddin Ammade, Salasiah Arsyad, Nur Ainun AT, Jurana Badolo, Mas'ud Baso Jabu, Baso Dedi . Efendi, Rahman Hajar Larekeng, Siti Hamma, Rosmiati Haseng, Amran Hasmiati Hasmiati Irma Irma Istiqamah As'ad, Nurul Larekang, Siti Hajar Larekeng, Siti Hajar Larekeng, Sitti Hajar M Dyah, Mutmainnah Muinuddin M., Muhammad Thahir Malik, Marwati Abd. Nildasari Nur, Rafi'ah Nur, Rafiah Nur, Rafi’ah Nur, Rafi’ah Nurhidayati Rahmatullah Syaripuddin Rasyid, Asriadi SARKIAH SARKIAH Satriani Satriani Sukma, Sukma Triyanti, Erni