Digital Multimodal Video Project in a University General English Class : A Case Study

Digital multimodal composing, distinct from traditional unimodal composition, encompasses the integration of various communicative modes- such as text, images, audio, and video- facilitated by digital technology. This study aims to examine university students' perceptions and experiences regarding the creation of YouTube digital multimodal videos, a specific form of digital multimodal composing, within a college-level general English course. A total of 57 university students participated in the study, with data collected through a combination of surveys and interviews. The findings indicate that the students generally responded positively to the digital multimodal video project. They reported several benefits, including enhanced English proficiency, increased self-directed learning capabilities, and overall enjoyment of the task. However, the students also encountered significant challenges, particularly in articulating their ideas clearly in English, as well as in the technical aspects of video production and editing, and in selecting appropriate topics. Pedagogical implications for incorporating digital multimodal video projects into university general English classes are discussed.