Multimodal Composition as a Catalyst for Technology Self‐Efficacy

ABSTRACT In technological learning environments, technology self‐efficacy (TSE) is a key to enhancing learners’ learning perceptions and performances. The present paper examines the potential of multimodal composing, a pedagogical approach that allows learners to use different semiotic resources, in enhancing learners’ TSE. This study employed a mixed‐methods design to investigate the impact of multimodal composing on TSE among a group of English for Specific Purposes learners. The statistical analysis of both pre‐ and post‐surveys revealed that the multimodal composing design had a measurable impact on students’ TSE, with the three dimensions of magnitude, strength, and generalizability significantly improved after attending the course. The reflective data revealed more in‐depth reasons for the students’ improved TSE. The findings supported that hands‐on engagement with multiple modes to create meaning in teaching and learning enhanced individuals’ perceived confidence in accomplishing technology‐mediated tasks. The paper concludes with implications for future research.