# Vlog-Based Multimodal Composing: Enhancing EFL Learners' Writing Performance
## 6 Conclusions  
Based on a combination of linguistic analysis and a questionnaire, the current study found that SNS-based multimodal composing improved EFL learners' English whole writing performance and lexical and syntactic complexity to a certain degree. This finding is important for practitioners, as it suggests ways in which SNS-based multimodal composingmight positively impact EFL writing performance, both undergraduate students and high school students. It appears that using multimodal composing based on an SNS can be an impactful method of engaging and motivating students' learning, reducing anxiety, and making EFL writing entertaining. Researchers have reported some similar findings in recent years [52]. However, the main contribution of this paper is to identify what aspects English writing performance were improved exactly among Chinese EFL learners through the adoption of multimodal composing theory based on SNS learning.  
The results of this study should yield improved methods of EFL writing teaching in the education of Chinese students and other non-English-speaking countries. Specifically, these implied improvements can be summarized as follows:  
(1) SNS-based multimodal composing may effectively support current language curricula if appropriately implemented in combination with activities that promote interaction and cooperation. Activities based on task-based approaches, such as information gaps, have been found effective in promoting writing competence [53]. For example, teachers could pair students and provide different information for each member, so that students could not complete writing task unless they cooperate with each other effectively.  
(2) If language teachers are to exploit the benefits of mobile technology in their teaching, they should enhance their competency of mobile technology so that the impact of this approach could be maximized. In assistance of this, pre- and in-service teacher should be trained to focus on student-centered knowledge construction instead of teacher-centered knowledge transmission.  
Further study should consider recruiting elementary students, postgraduate students, and even adult learners to further investigate the effects of multimodal composing based on mobile SNS on EFL writing competence. In addition, to verify the results, it might be useful to incorporate a broader range of data resources: for example, thinking aloud of the process of designing, interview on the instructors. Extending the duration of future experiments might help enhance the reliability of this research. Lastly, the effects of different teaching strategies and learning methods on writing performance based multimodal composing should also be investigated.  
Conceptualization, X.L.; Methodology, Q.X. and X.L.; Investigation, Q.X., N.Z., Q.Z., X.J. and L.W.; Data curation, X.J. and L.W.; Writing--original draft preparation, Q.X., N.Z. and Q.Z.; Writing--review and editing, Q.X., X.L., N.Z. and Q.Z.; Visualization, Q.X., N.Z. and Q.Z.; Supervision, X.L.; Project administration, X.L.; Funding acquisition, X.L. All authors have read and agreed to the published version of the manuscript.  
This research was supported by the Center for Language Cognition and Assessment, South China Normal University. It's also the result of Guangdong \"13 th Five-Year\" Plan Project of Philosophy & Social Science (GD20 WZX01-02).  
The study was conducted according to the guidelines of the Declaration of Helsinki, and approved by the Ethics Committee of School of Foreign Studies, South China Normal University. (Protocol code: 20200012; date of approval: 23 August 2020).  
Informed Consent Statement: Informed consent was obtained from all subjects involved in the study.  
The data in this study can be accessed upon request.  
Formal ethical approval for the conduct of the experiment described in this study was granted by the university and the senior high school. The authors confirm that there is no conflict of interest in this study.