Abstract:
This study aims to investigate how a multimodal project approach empowers student behavioral engagement in Thai EFL writing
classes based on learners perspectives The research is grounded in the genre-based multimodal framework and guided by student
engagement, focusing on peer interaction, teacher interaction, and content engagement. Using a quasi-experimental mixed-method
design, 30 tenth-grade students at Islam Suksa Darulbir Satun School, Thailand, participated in a classroom action research
intervention. Data collection involved surveys, classroom observations, multimodal writing products, and reflective responses. The
intervention followed four stages: understanding multimodality, designing, revising drafts, and publishing with reflection. Results
showed statistically significant increases in engagement across all domains (p < 0.001). Students demonstrated improved
collaboration, responsiveness, and focus. Reflections highlighted greater confidence and enjoyment, especially when writing tasks
connected with daily experiences and allowed creative visual expression. The study concludes that multimodal writing projects
effectively enhance behavioral engagement by aligning learning with students digital strengths and fostering autonomy These
insights offer practical direction for improving EFL writing instruction in similar educational contexts.
