Enhancing EFL student engagement in writing through AI-assisted digital multimodal composing: Action research at a Vietnamese university

Abstract

The rapid development of artificial intelligence (AI) and digital technologies has significantly transformed language education. In recent years, digital multimodal composing (DMC) has emerged as an innovative pedagogical approach that allows learners to construct meaning through multiple modes of communication, including text, images, video, and audio. This study investigates the role of AI-assisted DMC in enhancing student engagement in English as a Foreign Language (EFL) writing lessons at a Vietnamese university. Using an action research design, the study involved 34 first-year non-English major students who participated in multimodal writing tasks-illustrated storytelling and video-based film reviews using AI tools. Data were collected through questionnaires, semi-structured interviews, and the teacher’s reflective journal. The findings indicate that integrating AI-supported multimodal composing tasks notably enhances student affective, behavioral, and cognitive engagement in writing activities. Students reported increased motivation, creativity, and investment in their writing process when multimodal tools were incorporated into classroom tasks. However, several challenges were identified, including time consumption, technical skills, and performance anxiety. The study highlights the pedagogical potential of DMC as a student-centered approach that supports engagement and digital literacy development in writing instruction.