Exploring Efl Teachers’ Perceptions and Practices of Implementing Multimodality in Teaching Writing at Nam Can Tho University, Vietnam

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Mixed method study reveals EFL teachers view multimodality positively, yet face practical implementation challenges.

Teachers perceive multimodality positively, enhancing students’ motivation and writing skills.
Results from 45 survey responses and 7 interviews highlight limited practical skills in multimodal writing tasks.
Mixed method analysis explores both closed-ended survey and qualitative interview data for comprehensive insights.
Barriers include examination-oriented curricula and a lack of technological resources affecting teaching practices.

Ho et al. (2025) studied this question.

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