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Yet the links among digital multimodal composing competence, cognitive processes, and affective outcomes remain insufficiently explained. This study examines direct and indirect relationships between DMCC, academic writing self-efficacy, cognitive engagement, and writing enjoyment in higher education. Using PLS-SEM on 215 students across 18 universities, findings show DMCC predicts self-efficacy, cognitive engagement, and writing enjoyment. 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The competence effect is partly explained through self-efficacy as a mediator.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},582291,1792191695,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},137451207643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","The Electronic Journal for English as a Second Language  \nDigital Multimodal Composing Competence and Writing Enjoyment: Modeling Self-Efficacy and Cognitive Engagement among EFL Students  \nFebruary 2025 – Volume 29, Number 4  \n[https://doi.org/10.55593/ej.29116a4](https://doi.org/10.55593/ej.29116a4)  \nFalentinus Ndruru  \nDepartment of English, Faculty of Letters, Universitas Negeri Malang , Indonesia \u003C[falentinusndruru@gmail.com](falentinusndruru@gmail.com)>  \nUtami Widiati  \nDepartment of English, Faculty of Letters, Universitas Negeri Malang , Indonesia \u003C[utami.widiati.fs@um.ac.id](utami.widiati.fs@um.ac.id)>  \nYazid Basthomi  \nDepartment of English, Faculty of Letters, Universitas Negeri Malang , Indonesia \u003C[ybasthomi@um.ac.id](ybasthomi@um.ac.id)>  \nImpiani Zagoto  \nDepartment of English, Faculty of Letters, Universitas Negeri Malang , Indonesia English Language Education, Universitas Nias Raya, Indonesia  \n\u003C[zimpiani@gmail.com](zimpiani@gmail.com)>  \nMala Rovikasari  \nDepartment of English, Faculty of Letters, Universitas Negeri Malang , Indonesia \u003C[mala.rovikasari.2402219@students.um.ac.id](mala.rovikasari.2402219@students.um.ac.id)>  \nSri Wahyuningsih  \nDepartment of English, Faculty of Letters, Universitas Negeri Malang , Indonesia Universitas Islam Negeri Sunan Kudus, Kudus, Indonesia  \n\u003C[sri.wahyuningsih.2402219@students.um.ac.id](sri.wahyuningsih.2402219@students.um.ac.id)>  \nAbstract  \nAs digital tools reshape academic writing, digital multimodal composing (DMC) is increasingly relevant in EFL contexts, yet links between digital multimodal composing competence, cognitive, and affective factors remain underdeveloped. This study investigated the direct and indirect relationships among digital multimodal composing competence (DMCC), academic writing self-efficacy (AWSE), cognitive engagement (CE), and writing enjoyment (WE) in higher education. Using Partial Least Squares Structural Equation Modeling (PLS-SEM), data from 215 students across 18 universities were analyzed. Results revealed that DMCC strongly predicted AWSE and also significantly predicted CE and WE. AWSE significantly influenced CE and WE, while CE did not significantly predict WE. These findings highlight the mediating role of self-efficacy in linking digital competence to both cognitive engagement and writing enjoyment, suggesting that competence alone is insufficient without confidence. Pedagogically, scaffolded multimodal tasks with reflective guidance can  \nstrengthen competence and confidence, leading to greater cognitive engagement and enjoyment in writing. Future research should examine additional mediators and adopt longitudinal or cross-cultural designs to validate and extend these findings.  \nKeywords: Cognitive engagement, Digital multimodal composing, self-efficacy, writing enjoyment.  \nModeling Digital Multimodal Composing Competence, Self-Efficacy, Cognitive Engagement, and Enjoyment in Writing  \nThe rapid integration of digital technologies has reshaped writing pedagogy, shifting it from predominantly linear, text-based practices toward increasingly multimodal forms of communication. As a result, digital multimodal composing competence (DMCC), the ability to integrate linguistic, visual, audio, and interactive resources into cohesive texts, has become an important literacy skill in contemporary EFL writing contexts (Kress, 2017; Yu et al., 2024) . Previous research has shown that DMC can support various aspects of writing development, including fluency, creativity, and rhetorical awareness (Hafner & Ho, 2020; Jiang et al., 2021; Maghsoudi et al., 2022). However, much of this research has focused primarily on performance outcomes and technical skills, while the affective dimensions of digital writing, particularly writing enjoyment, have received comparatively less attention (Jiang & Hafner, 2025; Ndruru et al., 2025a) . Consequently, there remains limited understanding of how learners experience multimodal writing emotionally and how s","cbCaij4JtrunnW7I","https://ap.wps.com/l/cbCaij4JtrunnW7I","pdf",682018,22,"English","# Abstract\n## Keywords\n## Study Overview\n## Theoretical Background\n## Research Purpose and Context","[{\"question\":\"What variables does the study investigate?\",\"answer\":\"The study investigates digital multimodal composing competence (DMCC), academic writing self-efficacy (AWSE), cognitive engagement (CE), and writing enjoyment (WE) among EFL university students.\"},{\"question\":\"What method and sample size were used?\",\"answer\":\"Partial Least Squares Structural Equation Modeling (PLS-SEM) was used with data from 215 students across 18 universities.\"},{\"question\":\"How does DMCC affect writing outcomes?\",\"answer\":\"DMCC strongly predicts academic writing self-efficacy and significantly predicts both cognitive engagement and writing enjoyment. The competence effect is partly explained through self-efficacy as a mediator.\"}]","Digital Multimodal Composing Competence and Writing Enjoyment - Modeling Self-Efficacy and Cognitive Engagement among EFL Students | PDF",1792042974,55]