The notion of multimodal composing was first proposed by a number of scholars working in the field of New Literacy Studies as an approach to enact a pedagogy of multiliteracies in schools to prepare students for the changing nature of representation, the increasing linguistic and cultural diversity, and the plurality of textual practices associated with digital technologies (New London Group, 1996). The past two decades have witnessed a broadened literature on using MC in language classrooms, suggesting that MC could promote several aspects of language learning such as vocabulary knowledge, critical literacy and identity presentation (e.g., Ajayi, 2009; Hafner, 2014; Pirbhai-Illich, 2010). However, research on the motivational aspects of MC remains limited. Jacobs (2013) critiques that although “research on youth literacy practices often implies a relationship between engagement in multiliteracies and motivation”, “little empirical evidence supports a clear link” (p. 271). Jacobs (2013) further explains that the reason for the paucity of research on the motivational aspects of multiliteracies/multimodal practices is that “the two areas of study come from different theoretical and epistemological standpoints” (p. 272).