INTEGRATING MULTIMODAL COMPOSITION IN PROCESS-BASED WRITING AND SPEAKING CURRICULA

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INTEGRATING MULTIMODAL COMPOSITION IN PROCESS-

BASED WRITING AND SPEAKING CURRICULA

Shakhbozjon Musaev

5-DIUM, Karmana District, Navoi Region

shahboz.musa@gmail.com

https://doi.org/10.5281/zenodo.15425046

ARTICLE INFO

ABSTRACT

Qabul qilindi: 05-May 2025 yil
Ma’qullandi: 10- May 2025 yil
Nashr qilindi: 15-May 2025 yil

Multimodal composition has become more important in
language education, especially in writing and speaking.
This study explores how integrating multimodal elements
(such as visuals, audio, and digital tools) into process-
based language instruction can support learners’
communication skills. Based on recent literature, the
study argues that multimodal tasks enhance
engagement, help learners organize their thoughts, and
improve both language accuracy and creativity. It also
discusses challenges teachers face and gives suggestions
for practical classroom application

KEYWORDS

multimodal

composition,

process

writing,

speaking

curriculum, language learning,
digital tools, EFL education

Introduction

In the modern digital age, students are surrounded by many modes of communication

beyond traditional text, such as video, audio, and images. Multimodal composition refers to
combining these modes to make meaning (Shipka, 2011). In English as a Foreign Language
(EFL) classrooms, writing and speaking have usually been taught in a linear way, with focus
on grammar and vocabulary. However, researchers now suggest that a process-based
approach, which includes planning, drafting, revising, and reflecting, is more effective
(Hyland, 2003). When this is combined with multimodal elements, it can create a richer, more
realistic language learning experience.

Methods

This paper is based on a literature review of recent studies between 2010 and 2024.

Academic databases such as JSTOR, Google Scholar, and ERIC were used to select peer-
reviewed journal articles on multimodal composition, process-based instruction, and EFL
pedagogy. Around 15 articles were closely reviewed. Key themes and suggestions were
organized to understand how multimodal composition fits into process-based curricula.

Results

The literature shows three main benefits of integrating multimodal tasks into language

teaching. First, multimodal composition increases student motivation and confidence
(Serafini, 2015). For example, making a video script and recording it helps learners think
carefully about pronunciation, fluency, and audience. Second, it encourages creativity and
critical thinking (Mills, 2011). Students often express their ideas better when they can choose
different modes. Third, it improves language accuracy through peer feedback and revision

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stages (Hafner, 2014). However, some challenges were found. Teachers often lack training in
using digital tools, and some students may not have equal access to technology (Walsh et al.,
2020). Also, assessing multimodal texts fairly can be difficult.

Discussion

These findings suggest that process-based writing and speaking curricula can benefit

from integrating multimodal composition. Teachers can start with small projects, like photo
essays or podcast interviews, and include clear rubrics. Giving students freedom to choose
modes can increase their ownership and engagement. While there are challenges, they can be
solved by providing teacher training and using free online tools like Canva or Audacity.

Multimodal composition not only supports language skills but also prepares learners for

real-life communication, where text, image, and sound are often combined. Therefore, its
integration into EFL classrooms is both necessary and beneficial.

Conclusion

Integrating multimodal composition into process-based writing and speaking curricula

offers meaningful benefits for language learners. It encourages creativity, supports language
development, and prepares students for modern communication contexts. Although
challenges such as digital access and teacher training exist, they can be addressed with proper
planning and support. Future classrooms should continue to explore and adapt multimodal
strategies to make language learning more engaging and effective.

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