University of Isfahan Applied Research on English Language 3134-0644 15 3 2026 07 01 Developing Digital Multimodal Technical Report Writing Skills in EFL Classrooms: A Portfolio-Based Perspective 179 200 30708 10.22108/are.2026.149554.2777 EN Anna Mirzaiyan Department of English Language and Literature, Faculty of Foreign Languages, University of Isfahan, Iran Zahra Amirian Department of English Language and Literature, Faculty of Foreign Languages, University of Isfahan, Iran Journal Article 2026 07 02 The present investigation examined the impact of using digital multimodal instruction on EFL learners’ technical writing development within a portfolio-based framework. The study centered on utilizing technological innovations, particularly digital photo-story makers, for multimodal instruction. To this end, an intact group of 34 homogeneous participants underwent a six-session training in digital multimodal composition (DMC). Subsequently, the participants were tasked with producing digital multimodal portfolios instead of traditional unimodal, textual compositions on assigned technical topics. They utilized digital photo-story makers such as InShot, Google, Canva, and Microsoft applications. Three digital multimodal tasks were designated as the targets for statistical analysis. The findings from repeated measures ANOVA indicated a significant improvement in the participants’ general writing skill from Task 1 to Task 2; however, Task 3 did not exhibit substantial gains in writing achievement. Additionally, post-hoc analyses indicated that DMC improved writing scores in terms of "language" and "organization", whereas "content" and "communicative achievement" remained unaffected by the instruction. These results may inform stakeholders and material developers to enhance EFL teaching methodologies with more technology-integrated approaches that cater to the contemporary language learners’ interests and needs. https://are.ui.ac.ir/article_30708_570a1242cabf5966dab61697e01ae4dc.pdf