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Reading is one of the sources of input that plays a crucial role in foreign language learning, yet low reading motivation remains a challenge. While the premise to motivate reading is by reading itself, EFL students would require more attention. This study is to investigate students' perspective on their practice of writing dialogue journal, which is intended as a tool for a teacher to develop students' motivation in reading. Five interviews with freshman were analyzed to find out what aspects they perceived to be facilitated by the written commentary in the dialogue journal. The analysis revealed that both students' cognitive and affective aspects were mostly reinforced, thus supporting the development of reading motivation.

Program Ibu Baca merupakan kegiatan pengabdian yang bertujuan untuk mendukung peningkatan literasi anak melalui penguatan literasi ibu. Kegiatan yang dilakukan adalah penguatan kemampuan ibu untuk membacakan nyaring sebagai salah satu strategi untuk menumbuhkan minat baca anak. Sasaran dari program ini adalah ibu-ibu Pengurus Ranting Aisyiyah Bangunjiwo Barat dan guru TK/KB yang dibawah naungan PRA Bangunjiwo Barat. Metode yang digunakan dalam kegiatan ini adalah pelatihan, praktik secara langsung dan juga pendampingan. Hasil dari kegiatan ini adalah pemahaman ibu terhadap membaca nyaring dan kegunaannya, praktik membaca nyaring dalam keluarga, serta manfaat langsung dari membaca nyaring yang didapat orang tua dan anak.

The availability of texts and how they are produced have become more multimodal, along with the rapid development of technology. In the English as Foreign Language (EFL) context, this change has influenced classroom instructions where digital multimodal composing (DMC) is incorporated into students’ meaning-making. This qualitative study aims to review recent studies on DMC in the post-secondary EFL contexts to find out the DMC tasks implemented in this setting and what implications have resulted from the tasks. Based on the analytical review of twenty empirical studies from 2015-2022, DMC was generally used to leverage students’ English language skills, train students’ digital literacy skills, advocate students’ voices, build learning engagement and investment, and increase students’ participation in collaborative projects. The implication of the studies showed that teacher support is needed and that the DMC tasks afford to expand students’ meaning-making. Future direction on DMC studies in the post-secondary EFL context is also discussed.