The rapid advancement of digital technologies has reshaped literacy, expanding traditional writing into digital multimodal composing (DMC)—a literacy process where writers combine various semiotic resources, including linguistic, visual, audio, gestural, and spatial elements, to construct meaning, build knowledge, and express identity (Belcher, 2015; Hafner, 2015; Jiang, 2017). As knowledge production becomes increasingly multimodal, co-constructed, and performative (Miller, 2007), traditional text-based writing instruction and assessment prove insufficient for preparing students for modern communication demands (Jewitt & Kress, 2003; Yi, 2014; Kress, 2010).

In response, calls for a multimodal shift in pedagogy have emerged, particularly in second language (L2) classrooms, where DMC is recognised as a critical new literacy practice (Hafner, 2014; Li, 2021). However, despite its growing integration, assessing DMC remains a challenge, with limited research on evaluation criteria and teacher perceptions, particularly in English-medium instruction (EMI) contexts (Hafner & Ho, 2020; Hung et al., 2013; Jiang et al., 2022). This gap in the assessment literature leaves educators without clear guidance on how to fairly and effectively assess students' multimodal compositions and thus highlights the need for innovative assessment tools and methods to evaluate the multifaceted nature of DMC (Hafner & Ho, 2020; Hung et al., 2013; Jiang et al., 2022; Yi et al., 2017). This study addresses this gap by examining how L2 teachers in Indonesian EMI schools assess students' DMC and the challenges they encounter in the process. By analysing real-world assessment practices, this research contributes to ongoing discussions on multimodal literacy and offers insights into enhancing writing instruction in L2 classrooms. 

This study will be guided by the following research questions:

1. How do L2 teachers in an EMI school assess students’ DMC, and what criteria do they use?
2. What practical challenges do L2 teachers face in assessing DMC in this setting?

This study will employ a qualitative case study approach to explore L2 teachers' assessment practices and challenges in evaluating digital multimodal composing (DMC) within an Indonesian EMI secondary school. Aligned with interpretivist epistemology, this approach enables an in-depth investigation of real-world classroom practices (Yin, 2009; Merriam, 2009). Data will be collected through classroom observations, document analysis, and semi-structured interviews (Creswell, 2013; Patton, 2015) to provide a comprehensive understanding of how assessment criteria are applied and the difficulties teachers encounter. Four purposefully sampled L2 teachers with diverse levels of experience and technological familiarity will participate. Observations will focus on key phases of a DMC project, capturing instructional strategies and assessment processes. Teaching artefacts, grading rubrics, and student-generated multimodal works will be analysed to identify assessment criteria, while interviews will further explore teachers’ decision-making and perceptions of DMC evaluation. Triangulation of multiple data sources enhances the study’s reliability and depth (Creswell, 2013; Lincoln & Guba, 1985). Given the researcher’s insider perspective as a former employee, reflexivity strategies will be employed to maintain objectivity. Data will be analysed using thematic analysis (Braun & Clarke, 2006) with the aid of NVivo 14. The process involves immersing in the data, systematically coding key patterns related to DMC assessment practices, and grouping them into emerging themes. These themes will be refined through triangulation, ensuring consistency across observations, documents, and interviews. To enhance trustworthiness, member checks will be conducted, allowing participants to validate interpretations (Creswell, 2013; Lincoln & Guba, 1985). The final themes will provide a comprehensive analysis of how L2 teachers assess DMC and the challenges they face.

This study hopes to contribute to L2 writing pedagogy and assessment by examining how EMI school teachers assess digital multimodal composing (DMC) and the challenges they face. While multimodal literacy is increasingly integrated into L2 classrooms, research on DMC assessment remains scarce, particularly in EMI settings. By analysing real-world teacher practices, this study provides empirical insights into the criteria used, decision-making processes, and practical difficulties in evaluating multimodal texts. The findings offer practical guidance for educators, helping develop more inclusive and effective assessment frameworks that reflect the complexity of multimodal texts. By addressing this underexplored area in the Indonesian EMI context, the study contributes a diverse, non-Western perspective to global discussions on multimodal assessment, strengthening qualitative research approaches, and informing future studies on digital literacy in L2 education.

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