Practicality of the Student Multimodal Workbook in the Academic Writing Classroom: Perspectives of EFL Student Of Higher Education

Abstract

With the increasing importance of multimodal texts in language learning, particularly in the context of EFL instruction, the development of effective instructional materials is critical.  This study aims to evaluate the practicality of a student workbook (SW) designed to support the learning of multimodal text composition in an academic setting. This study employed a descriptive design and case methodology to collect data from twenty EFL students who participated in the workbook activities at a private university in Batam, Indonesia. We employed a Likert five-scale questionnaire to gather data, and then assessed it using a categorized scale from A to E to determine the practicality levels. The results indicated that ninety-five percent of students rated the workbook as highly practical, demonstrating its usability, advantages, and accessibility in aiding students' understanding and producing multimodal text. It confirms its potential for wider application in assisting EFL students in generating high-quality multimodal text creation. Additional evaluation is required to comprehensively grasp the limitations and possible advantages of the SW, and future research should explore further technological advancements and cognitive considerations in developing multimodal learning materials to enhance their effectiveness.