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<p>The integration of digital technology into English Language Teaching (ELT) has become standard practice. However, research often emphasizes the instrumental benefits of technology for skill acquisition, while neglecting how technology supports critical engagement with the world. This study addresses this gap by exploring the implementation of a critical digital pedagogy in a university academic writing course. Using a qualitative case study design, this research investigates how learners experience this approach and how they use multimodal digital creation to express their identities. Data were collected over one academic semester from fourteen students through semi-structured interviews, analysis of student-produced digital artifacts, and a reflective journal. Thematic analysis of the data revealed five primary findings: (1) a shift in student roles from passive recipients to active authors; (2) the development of critical practices for evaluating the validity of digital information; (3) the expression of personal and cultural identities through multimodal composition; (4) an awareness of the emotional exposure associated with public dissemination; and (5) the presence of resistance and technical distraction that at times hindered linguistic development. The results suggest that critical digital pedagogy encourages agency and provides a valuable space for identity work in a second language, though it requires intentional support to address technical challenges. This paper concludes by outlining pedagogical implications for ELT practitioners on how to move beyond functional uses of technology toward more transformative educational experiences.</p>

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Multimodal digital production and the negotiation of identity: a critical pedagogy case study of agency and resistance in EFL writing

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  • 发表日期：

    2026年7月26日

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  • Ekrema Shehab

摘要

The integration of digital technology into English Language Teaching (ELT) has become standard practice. However, research often emphasizes the instrumental benefits of technology for skill acquisition, while neglecting how technology supports critical engagement with the world. This study addresses this gap by exploring the implementation of a critical digital pedagogy in a university academic writing course. Using a qualitative case study design, this research investigates how learners experience this approach and how they use multimodal digital creation to express their identities. Data were collected over one academic semester from fourteen students through semi-structured interviews, analysis of student-produced digital artifacts, and a reflective journal. Thematic analysis of the data revealed five primary findings: (1) a shift in student roles from passive recipients to active authors; (2) the development of critical practices for evaluating the validity of digital information; (3) the expression of personal and cultural identities through multimodal composition; (4) an awareness of the emotional exposure associated with public dissemination; and (5) the presence of resistance and technical distraction that at times hindered linguistic development. The results suggest that critical digital pedagogy encourages agency and provides a valuable space for identity work in a second language, though it requires intentional support to address technical challenges. This paper concludes by outlining pedagogical implications for ELT practitioners on how to move beyond functional uses of technology toward more transformative educational experiences.