This study utilized a longitudinal data collection to examine online factors of digital multimodal composing (DMC) preference and measure learner course satisfaction with digital composing modes in an online EFL communication course. The purpose of this research was to involve learners in a process of online, interactive, and multimodal curricular design during emergency remote learning due to the coronavirus pandemic. Innovative online technologies such as a new learning management system and digital educational components were implemented and used to quantitatively examine learners’ acceptance of technology. Korean learner preferences for textual and audio modes of DMC were indicated by Relative Advantage, Perceived Usefulness, and User Satisfaction factors. These factors also indicated an aversion to video-based DMC including video recordings and video responses as well as moderate concern for video conferencing. Qualitative findings revealed student concern for the constructs of Ease of Use and Using Video Modalities when transitioning to new online learning technologies.

1.  INTRODUCTON
2. LITERATURE REVIEW
    2.1. Multiliteracies and Digital MultimodalComposing
    2.2. Educational Technology Systems
    2.3. Innovation Diffusion Theory and Technology Acceptance Models
3.  METHODS
    3.1. Participants 
    3.2. Procedure
    3.3 Instrument
4. RESULTS AND DISCUSSION
    4.1. Results
    4.2. Discussion
5. CONCLUSION.
REFERENCES

• David Forbes Washburn(Professor, College of Liberal Arts, Dankook University)