<![CDATA[Multimodal composition is increasingly used in English reading lessons, yet classroom accounts need to distinguish observable engagement from demonstrated improvement in comprehension. This qualitative single-case study describes how engagement was expressed during a three-meeting project-based learning unit in which 30 Grade XI vocational students in West Java read analytical exposition materials, drafted written responses, and used Canva AI to develop multimodal outputs. Evidence described in the original study consisted of classroom observations and video notes, a ten-question questionnaire, and student-produced documents. The classroom sequence moved from topic exploration and reading, to drafting and iterative prompt-and-design work, and then to presentation, peer assessment, and reflection. The observation narrative reports participation in identifying arguments, revising paraphrases and generated visuals, and evaluating classmates’ products. It also records uncertainty about copying source sentences, mismatches between generated images and intended meanings, and restrictions on premium features. These observations provide examples of behavioural participation, potentially strategic cognitive work, and mixed emotional responses, but the manuscript does not report baseline engagement scores, questionnaire item-level results, a verified artefact inventory, or an independent reading-comprehension test. Consequently, the evidence supports a bounded account of engagement opportunities and constraints, not a causal claim that Canva AI or project-based learning improved reading ability. The study identifies source-text checking, teacher scaffolding, accessible digital alternatives, and transparent engagement indicators as priorities for further classroom investigation.]]>
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