Exploring Students’ Engagement Through Digital Multimodal Literacies in Indonesian EFL Classrooms

This study aims to explore the implementation of digital multimodal literacies various mode such as visual, audio, gesture, textual and spatial in the EFL classroom at Public High School in Semarang and to examine how such literacies affect students' engagement, including behavioural, emotional, and cognitive aspects. The qualitative case study approach to explore how digital multimodal resources integrated into English instruction and how students and teachers perceive and interact with these tools. Data collection involved observations, interviews, focus group discussions, teacher reflective journals, and questionnaires with 35 eleventh-grade students. Grounded theory by Kress & van Leeuwen (2001) about Digital Multimodal literacies and theory by Fredricks, Blumenfeld, and Paris (2004) students’ engagement. The results show that systematic integration of visual, audio, textual, spatial, and gestural modes through authentic cultural content, significantly enhanced student participation, motivation, and critical thinking skills. The study demonstrates that strategic multimodal literacy implementation effectively bridges traditional pedagogical approaches with contemporary digital learning environments in Indonesian EFL contexts. Keywords: Digital Multimodal Literacies, EFL Classroom, Student Engagement.