A SYSTEMATIC LITERATURE REVIEW OF TECHNOLOGY-ENHANCED MULTIMODAL COMPOSITION IN EFL CONTEXTS Sylvia1*, Bachtiar2
1,2 Master of English Education, Faculty of Teacher Training and Education, Universitas Terbuka, Tangerang Selatan, Indonesia
email: sylvia89[at]ecampus.ut.ac.id
Abstract
This study presents a systematic literature review of technology-enhanced multimodal composition in English as a Foreign Language (EFL) contexts, aiming to synthesize current research trends, pedagogical practices, and learning outcomes. Drawing on peer-reviewed articles published in Scopus-indexed journals between 2020 and 2025, this review adopts a systematic approach to identify, evaluate, and analyze relevant studies focusing on the integration of digital technologies in multimodal writing instruction. The findings reveal that technology-enhanced multimodal composition-through tools such as digital storytelling platforms, AI-based writing assistants, and multimedia applications-significantly improves EFL learners^ writing performance, creativity, and engagement. Moreover, such approaches promote higher-order thinking skills and foster learner autonomy by enabling students to combine linguistic, visual, and auditory modes in meaning-making processes. However, the review also highlights several challenges, including limited teacher digital competence, unequal access to technology, and the lack of structured pedagogical frameworks for implementation. Despite these constraints, the growing body of research indicates a positive shift toward more interactive and student-centered writing practices in EFL classrooms. This study underscores the need for future research to explore effective instructional models and teacher training programs that support the sustainable integration of technology-enhanced multimodal composition in diverse EFL settings.
