Teachers’ conceptualizations of digital multimodal composing in L2 writing

While previous research has examined the effectiveness of digital multimodal composing (DMC) in second language (L2) writing and teachers’ perceptions or attitudes towards it, the ways in which teachers conceptualize DMC (i.e., teachers’ conceptual beliefs and ideas of DMC) remain underexplored. An in-depth investigation of these conceptualizations is crucial, as they provide valuable insights into the underlying cognitive frameworks that influence teachers’ understandings and pedagogical decisions regarding DMC. This study examines the metaphorical conceptualizations of DMC among 20 EFL writing teachers at Chinese universities, utilizing data gathered through multimodal visualization reflections, verbal reports, and semi-structured interviews. The analysis revealed 20 metaphors categorized into four metaphorical categories: DMC as an evolution, DMC as a system, DMC as a source of uncertainty, and DMC as an addition to traditional writing pedagogy. Our findings illuminate the complexity and important role of teachers’ conceptualizations of DMC, highlighting various individual and contextual factors that may shape these conceptualizations. The current study contributes to the existing scholarship by probing into teachers’ conceptual beliefs and ideas of DMC in L2 writing, offering valuable implications for writing teacher education and future DMC research.