Transmodal Navigation in the Feedback Loop: Analyzing Multimodal Peer Review Interactions in Secondary EFL Collaborative Digital Storytelling Projects

Abstract

This study explores how secondary English as a Foreign Language (EFL) learners carry out multimodal peer review in collaborative digital storytelling (DST) activities, in particular their transmodal navigation—how they shift between and coordinate multiple communicative modes such as text, audio, visuals, and emoji. Founded on a qualitative case study design, the research analyzes 32 audio-recorded peer feedback sessions and 8 stimulated recall interviews in a class of 16 EFL students (ages 15–17). Findings reveal that students employ transmodal strategies intentionally to introduce clarity, manage interpersonal tone, and render their feedback more beneficial. Text-based feedback served as the primary vehicle for assessment, audio feedback for explication and affective support, and visual channels conveyed spatial accuracy. The study also confirms that feedback given in dual or multiple modality combinations stood more prospects of being understood, accepted, and implemented in revisions. Using a social semiotic and multimodal interaction analytical approach, the research demonstrates that transmodal peer feedback is not only a matter of personal taste, but a pedagogical process that can enhance more engagement, critical thinking, and collaborative authorship. Implications are discussed for feedback literacy development and the design of multimodal learning environments in EFL education.