Teaching English Language

Teaching English Language

Reimagining EFL Writing Pedagogy: Enhancing Writing Skills and Motivation through the Multimodal Writing Process in Thai Higher Education

Document Type : Original Article

Authors
English Department, Faculty of Education, Lampang Rajabhat University, Lampang, Thailand
10.22132/tel.2025.482245.1705
Abstract
This study reimagines EFL writing pedagogy by introducing the Multimodal Writing Process (MWP), a curriculum-based instructional model designed to enhance English writing proficiency and motivation among Thai undergraduate students. Drawing on multimodality theory, process writing pedagogy, and achievement motivation theory, the MWP integrates five communication modes—visual, gestural, spatial, auditory, and linguistic—across seven recursive stages of writing instruction. Using a mixed-methods, one-shot case study design, the research involved fifty third-year English majors enrolled in a writing course at a Thai public university. Quantitative data from rubric-based writing assessments and a post-intervention motivation questionnaire revealed marked improvement in writing performance (mean = 73.76%) and high levels of student motivation across four dimensions: diligence, risk-taking, responsibility, and perceived learning outcomes. Qualitative data were analyzed through thematic analysis, revealing that multimodal prewriting activities helped reduce writing anxiety, peer collaboration promoted deeper audience awareness and revision strategies, and emotionally relevant topics fostered stronger engagement and a sense of authorship. Students reported increased confidence and ownership in their writing, demonstrating both cognitive and emotional growth. The findings suggest that the MWP model offers a culturally responsive and pedagogically flexible alternative to traditional writing instruction in Thai EFL classrooms. By foregrounding creativity, collaboration, and student-centered meaning-making, the study contributes to the advancement of inclusive and innovative writing pedagogy in global EFL education.
Keywords

Alehegn, A., Yigzaw, A., & Shifere, K. (2024). The reciprocal pedagogy: Effects on students’ writing proficiency development in an EFL classroom. Teaching English Language, 18(1), 317-339.
Archer, A., & Breuer, E. (2015). Multimodality in writing: The state of the art in theory, methodology and pedagogy. Brill.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Chamcharatsri, P. (2013). Perceptions of Thai English: A study of Thai English users in Bangkok. Journal of English as an International Language, 8(1), 21–36.
Chamcharatsri, P., Limpariwatthana, K., & Saengngoen, J. (2021, August). Research on English writing in Thailand: A systematic review. Paper presented at Preparing 21st Century Learners for a Dynamic Future Conference, Bangkok, Thailand.
Chamcharatsri, P., Limpariwatthana, K., & Saengngoen, J. (2022, February). Publishing trends in English writing research in Thailand. Paper presented at the 18th Annual CamTESOL Conference (Virtual), Cambodia.
Cho, H., & Kim, Y. (2021). Comparing the characteristics of EFL students’ multimodal composing and traditional monomodal writing: The case of a reading-to-write task. Language Teaching Research, 28(6), 2487–2512. https://doi.org/10.1177/13621688211046740
Choi, J., & Yi, Y. (2016). Teachers' integration of multimodality into classroom practices for English language learners. TESOL Journal, 7(2), 304–327. https://doi.org/10.1002/tesj.210
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.
Dörnyei, Z., & Ushioda, E. (2021). Teaching and researching motivation (3rd ed.). Routledge. https://doi.org/10.4324/9781351006743
Emig, J. (1982). Inquiry paradigms and writing. College Composition and Communication, 33(1), 64–75. https://doi.org/10.2307/357624
Ferris, D., Liu, H., Sinha, A., & Senna, M. (2013). Written corrective feedback for individual L2 writers. Journal of Second Language Writing, 22(3), 307–329. https://doi.org/10.1016/j.jslw.2013.03.010
García, O., & Li Wei. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan. https://doi.org/10.1057/9781137385765
Gardner, T. (2013). English 1105: Assignment rubric. Traci’s Teaching Portfolio. https://tracigardner.com/English1105/docs/01-Rubric.pdf
Hinkel, E. (2003). Teaching academic ESL writing: Practical techniques in vocabulary and grammar. Routledge.
Hyland, K. (2015). Teaching and researching writing (3rd ed.). Routledge. https://doi.org/10.4324/9781315717203
Jewitt, C. (2013). Multimodal methods for researching digital technologies. In S. Price, C. Jewitt, & B. Brown (Eds.), The SAGE handbook of digital technology research (pp. 250–265). SAGE.
Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. Routledge.
Kress, G., & Van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contemporary communication. Arnold.
Krongyut, W., & Srijongjai, A. (2024). Unlocking student behavioral engagement in a Thai EFL writing class with a multimodal project approach: Students’ perspectives. LEARN Journal: Language Education and Acquisition Research Network, 17(1), 572–598.
Limpariwatthana, K. (2022). Writer identity construction of Thai EFL students: A phenomenological study [Doctoral dissertation, University of New Mexico]. UNM Digital Repository.
McClelland, D. C. (1988). Human motivation. Cambridge University Press.
Office of the Education Council. (2015). Education in Thailand 2015. Ministry of Education, Thailand.
Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading & Writing Quarterly, 19(2), 139–158. https://doi.org/10.1080/10573560308222
Pardede, P. (2025). Exploring recent research methodology on technology-enhanced collaborative writing in EFL setting: A systematic review. International Journal of Social Sciences & Educational Studies, 12(2), 16–36. https://doi.org/10.23918/ijsses.v12i2p16
Raimes, A. (1985). What unskilled ESL students do as they write: A classroom study of composing. TESOL Quarterly, 19(2), 229–258. https://doi.org/10.2307/3586828
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
Taheri, P., & Nazmi, R. (2021). Improving EFL learners' argumentative writing ability: Teacher vs. peer scaffolding. Teaching English Language, 15(2), 299–333. https://doi.org/10.22132/TEL.2021.143348
Yi, Y. (2014). Possibilities and challenges of multimodal literacy practices in teaching and learning English as an additional language. Language and Linguistics Compass, 8(4), 158–169. https://doi.org/10.1111/lnc3.12076
Zohrabi, M., & Khalili, A. (2024). A cross-cultural study into the utility of diverse written corrective feedback strategies in medicine students’ ESP writing courses. International Journal of Society, Culture & Language, 12(2), 150–169. https://doi.org/10.22034/ijscl.2024.2025600.3436
Volume 20, Issue 1
January 2026
Pages 107-137

  • Receive Date 07 October 2024
  • Revise Date 22 April 2025
  • Accept Date 18 May 2025