The inclusion of Digital Multimodal Composing (DMC) in English as a Second Language (ESL) classrooms has emerged as a new genre of practice in academic writing, but little is known about how to develop and design a multimodal task for composing (Polio & Yoon, 2021). Research scholars in the pioneering studies of composition and computers argue that academic writers must be prepared for unique experiences in this digital world as the world is changing at a rapid pace, those experiences that we have never had (Passions Pedagogies and 21st Century Technologies, 1999). These unique experiences involve writing and reading multimodal texts in today’s digital communication. The writers have been reading and writing a wide selection of multimodal texts in the ESL context, such as blogs, websites, digital stories, electronic posters, digital timelines, video documentaries, podcasts, graphic novels, and PowerPoint slides.
These multimodal texts include visual and textual components to communicate and convey meaning. With emerging technologies, especially during the pandemic and post-pandemic phases, these ESL academic writers have been engaged more than ever in producing complex multimodal texts for numerous audiences and purposes (Jiang, 2018). This presentation will showcase how multimodal composing practices allow students to develop multiliteracy and creative skills as a multidisciplinary point for holistic student engagement. It will introduce participants to digital instructional techniques and a range of technological tools to compose several genres of writing that are translingual, transdisciplinary and transnational.