[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-348841-105":53,"doc-detail-348841-en":126},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":119,"head_meta":121,"extra_data":123,"updated_unix":125},105,"en","does-digital-multimodal-composing-help-improve-efl-students-metacognitive-knowledge","Does digital multimodal composing help improve EFL students' metacognitive knowledge?","","Metacognitive knowledge is closely linked to writing skill and has become a major focus in research and pedagogy. Grounded in Flavell’s metacognition framework, this quasiexperimental study tests whether and how a digital multimodal composing (DMC) assignment affects Chinese EFL college writers’ metacognitive knowledge development. Forty-nine students complete pre- and post-surveys, plus focal learners’ logs and post-assignment interviews. Results show both groups improve, but the DMC group outperforms in person and strategy knowledge development, attributed to richer decision-making opportunities.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/does-digital-multimodal-composing-help-improve-efl-students-metacognitive-knowledge/348841/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/does-digital-multimodal-composing-help-improve-efl-students-metacognitive-knowledge/348841.png","ImageObject",442,249,{"name":88,"@type":89},"Bulrr","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-22","2026-09-22",true,{"@type":98,"interactionType":99,"userInteractionCount":30},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"What research question does the study address?","Question",{"text":108,"@type":109},"The study asks whether digital multimodal composing improves EFL students’ metacognitive knowledge, and how it influences their development.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"How was the research design organized?",{"text":113,"@type":109},"A quasiexperimental design divided 49 EFL college students into control (n=25) and DMC experiment (n=24) groups, followed by pre- and post-intervention surveys.",{"name":115,"@type":106,"acceptedAnswer":116},"What evidence suggests the DMC group learned more effectively?",{"text":117,"@type":109},"Although both groups show noticeable development, the DMC group exceeds the traditional writing group in the latter category, supported by learning logs and post-assignment interview data.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},348841,1791742284,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":30,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":135,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":140,"read_time":141},5909892115043,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","ARTICLE  \nDoes digital multimodal composing help improve EFL students' metacognitive knowledge?  \nWei Xu, Northern Illinois University Xiao Tan *, Utah State University Chaoran Wang, Colby College Dan Fu, Jiangxi Normal University  \nAbstract  \nMetacognitive knowledge, closely correlated with one’s writing skills, has received increasing research and pedagogical attention. Applying Flavell’s metacognition framework, this study adopts a quasiexperimental design to investigate whether and how a DMC assignment as a pedagogical intervention influences Chinese English as a Foreign Language (EFL) writers’metacognition knowledge development. A total of 49 EFL college students were divided into the control (n = 25) and the experiment DMC (n = 24) groups. Both groups took pre-and post-intervention surveys on metacognitive knowledge. To understand how the development took place, we also collected and analyzed data on focal students’learning logs and post-assignment interviews, where students discussed their writing processes in detail. The results suggest that although both groups showed noticeable development in person and strategy knowledge, the DMC group exceeded the traditional writing group in the latter category, which could be attributed to the fact that students in the DMC group were engaged in more decision-making opportunities. This study provides valuable implications on designing DMC assignments in EFL writing classrooms to engage students infrequent reflection, conscious decision-making, and creative expression.  \nKeywords: digital multimodal composing; metacognitive knowledge; EFL college composition; quasi-experimental design  \nLanguage(s) Learned in This Study: English  \nAPA Citation: Xu, W. , Tan, X. , Wang, C. , & Fu, D. (2025) . Does digital multimodal composing help improve EFL students' metacognitive knowledge? Language Learning & Technology, 29(3), 157–182.  \n[https://doi.org/10/64152/10125/73651](https://doi.org/10/64152/10125/73651)  \nIntroduction  \nDigital multimodal composition (DMC) is commonly understood as the practice of using diverse semiotic resources with texts to construct meaning that meets sociocultural and discoursal expectations on digital media (Lim & Kessler, 2023) . Previous studies have offered findings on an abundance of benefits that DMC provides for language learners (e.g., Hafner, 2014; Smith et al., 2017; Unsworth & Mills, 2020) . On the other hand, critical voices about implementing DMC in classrooms indicated the disservice that DMC could do for language learners (e.g., Belcher, 2017; Qu, 2017; Shin et al., 2021) . Concomitant with the heated debate on the pedagogical value of DMC for language learners, the field of second language (L2) writing also witnessed an explosion of interest in the effect of DMC on L2 writing teaching and learning (e.g., Hafner, 2014; Kim & Belcher, 2020; Yeh et al., 2021) .  \nExisting studies exploring the pedagogical effect of DMC focus primarily on L2 writers’ development of writing competence and skills, typically measured by their ability to produce accurate and sophisticated  \n* Corresponding Author: Xiao Tan, [xiao.tan@usu.edu](xiao.tan@usu.edu)  \nwritten texts in target languages (e.g., Kim et al., 2023). There is little research investigating other aspects of development that are conducive to better writing performance. One of such aspects is metacognition, which indicates a writer’s ability to plan and regulate their cognitive writing processes (Tardy et al., 2020) . Advanced writers tend to possess a higher level of metacognitive awareness which enables them to oversee the writing process with more intention and efficiency. However, the ability to plan and regulate the writing process may be more demanding for L2 writers metacognitively, as they need to manage the use of both language knowledge and writing knowledge. Therefore, previous research has highlighted the importance of fostering metacognitive awareness among L2 students through various pedagog","cbCaiqEs2EbXNDd7","https://ap.wps.com/l/cbCaiqEs2EbXNDd7","pdf",623112,25,"English","# Abstract\n# Introduction\n# Literature Review\n## Digital Multimodal Composing (DMC) for L2 Writers","[{\"question\":\"What research question does the study address?\",\"answer\":\"The study asks whether digital multimodal composing improves EFL students’ metacognitive knowledge, and how it influences their development.\"},{\"question\":\"How was the research design organized?\",\"answer\":\"A quasiexperimental design divided 49 EFL college students into control (n=25) and DMC experiment (n=24) groups, followed by pre- and post-intervention surveys.\"},{\"question\":\"What evidence suggests the DMC group learned more effectively?\",\"answer\":\"Although both groups show noticeable development, the DMC group exceeds the traditional writing group in the latter category, supported by learning logs and post-assignment interview data.\"}]","Does digital multimodal composing help improve EFL students' metacognitive knowledge? | PDF",1790079525,9]