<![CDATA[Digital materials for young English as a Foreign Language (EFL) learners are increasingly multimodal, yet the pedagogical coordination of text, image, audio, layout, navigation, and interaction is often treated as a technical rather than meaning-making issue. This study developed and evaluated a social-semiotic Multimodal English Book (MEB) for Grade 3 learners in an Indonesian primary school through a limited collaborative design-based research (DBR) cycle. Needs analysis, teacher co-design, prototype development, expert validation, a classroom trial with 24 students, and revision informed the design. Expert-validation percentages were 95.00% for content/Teaching English for Young Learners (TEYL), 91.67% for media design, 89.21% for language, and 90.28% for social-semiotic multimodality. Student and teacher descriptive response averages were 91.67% and 92.71%, respectively. Because the student questionnaire showed unsatisfactory internal consistency (α = -1.887), these user-response percentages are interpreted descriptively. Audio was the highest-rated student feature, while navigation and teacher guidance indicated revision priorities. The study offers preliminary, contextually grounded design principles for coordinating multimodal resources in TEYL. Further instrument refinement, sustained implementation, and learning-outcome evaluation are required.]]>
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