This study explores what Korean primary school students experience in their English multimodal composition classes. For this purpose, 19 elementary school students in Korea participated in the study and three types of data were collected and qualitatively analyzed: students’ self-reflections, teacher’s journal, and semi- structured interview. The participants engaged in four multimodal composition sessions over the period of 12 weeks and produced four multimodal texts with their group members. The results demonstrate that the learners experienced benefits of multimodal composition mainly in five categories: interest, engagement level, motivation, cooperation, and technological skills. The influential factors on the learners’ interest were performances in texts, English learning, technological nature of composition, and their endeavors. The learners experienced the enhanced level of engagement. They engaged in the activities actively using their own language skills and also with other group members’ help and role taking. Key factors related to motivation were instrumental goals, L2 learning experience, recognition, and self-development. In addition, the learners could build team-spirits and improve friendship through the activities. They acquired various editing skills and how to use a program used in the study. Based on the positive behavioral changes in the learners, it is recommended that teachers implement multimodal compositional activities in their classrooms.
I. Introduction
II. Theoretical Backgrounds
III. Methodology
IV. Results and Discussion
V. Conclusion
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