Multimodal Composition as a Catalyst for Technology Self-Efficacy

In technological learning environments, technology self-efficacy (TSE) is a key to enhancing learners’ learning perceptions and performances. The present paper examines the potential of multimodal composing, a pedagogical approach that allows learners to use different semiotic resources, in enhancing learners’ TSE. This study employed a mixed-methods design to investigate the impact of multimodal composing on TSE among a group of English for Specific Purposes learners. The statistical analysis of both pre- and post-surveys revealed that the multimodal composing design had a measurable impact on students’ TSE, with the three dimensions of magnitude, strength, and generalizability significantly improved after attending the course. The reflective data revealed more in-depth reasons for the students’ improved TSE. The findings supported that hands-on engagement with multiple modes to create meaning in teaching and learning enhanced individuals’ perceived confidence in accomplishing technology-mediated tasks. The paper concludes with implications for future research.