Multimodal Writing for Visual Literacy and Engagement: An Intervention Using Story Maps and Video Essays in Indian Higher Education

This study explores the impact of two multimodal writing practices, story maps and video essays, on enhancing visual literacy and student engagement among undergraduate English majors at a government arts and science college in Tamil Nadu, India. Over four weeks, 60 participants engaged in two instructional modules. Module 1 introduced story maps using free, mobile-friendly tools to support spatial organisation and narrative development. Module 2 guided students in creating short video essays and integrating visual, auditory, and textual elements for analytical expression. Data were collected through surveys measuring engagement, visual literacy rubrics, reflective journals, and focus group interviews. The results indicated notable improvements in both engagement and visual literacy, with the qualitative findings highlighting increased creative confidence, cultural expression, and perceived academic relevance. Despite their limited technological resources, students demonstrated the effective use of accessible digital tools to produce high-quality multimodal texts. This study underscores the potential of low-cost, scaffolded multimodal practices in resource-constrained English education contexts and supports the integration of technology-rich, culturally relevant assignments in higher education.