فهرست نشریات علمی دسترسی آزاد ایران

This study reimagines EFL writing pedagogy by introducing the Multimodal Writing Process (MWP), a curriculum-based instructional model designed to enhance English writing proficiency and motivation among Thai undergraduate students. Drawing on multimodality theory, process writing pedagogy, and achievement motivation theory, the MWP integrates five communication modes—visual, gestural, spatial, auditory, and linguistic—across seven recursive stages of writing instruction. Using a mixed-methods, one-shot case study design, the research involved fifty third-year English majors enrolled in a writing course at a Thai public university. Quantitative data from rubric-based writing assessments and a post-intervention motivation questionnaire revealed marked improvement in writing performance (mean = 73.76%) and high levels of student motivation across four dimensions: diligence, risk-taking, responsibility, and perceived learning outcomes. Qualitative data were analyzed through thematic analysis, revealing that multimodal prewriting activities helped reduce writing anxiety, peer collaboration promoted deeper audience awareness and revision strategies, and emotionally relevant topics fostered stronger engagement and a sense of authorship. Students reported increased confidence and ownership in their writing, demonstrating both cognitive and emotional growth. The findings suggest that the MWP model offers a culturally responsive and pedagogically flexible alternative to traditional writing instruction in Thai EFL classrooms. By foregrounding creativity, collaboration, and student-centered meaning-making, the study contributes to the advancement of inclusive and innovative writing pedagogy in global EFL education.