Although multimodality has received vigorous attention and debate in English as a foreign language (EFL) research and classroom pedagogies, the practicality of using multimodal activities in curricula that are designed to teach language skills rather than multimodality is under researched. This paper contributes to the ongoing need for practical applications of multimodality in classroom contexts by describing how a multimodal video project was introduced into an EFL classroom in a Japanese university. The class was following a communicative curriculum prescribed by the university, which had not previously focused on multimodal approaches. The multimodal project was used to assess student's communicative performance. The students worked in groups to create public service announcement (PSA) videos, with the aim of delivering an informative message to highlight a health or social issue that they felt was important. In the project the students: (1) analysed several PSA videos; (2) researched social and health issues; and (3) worked together to plan, film, and edit a final digital product that was displayed in class for their peers. The authors found that the multimodal project worked successfully as a means of assessing communicative language because it generated a wide range of learning opportunities for improvement in English language proficiency and the students could engage in communicative activities with a high degree of autonomy and motivation. Moreover, students could gain experience communicating through multimodal platforms and improve their understanding of multimodal literacies. However, the multimodal project created challenges for the teacher in how to give effective feedback on students linguistic output as well as their multimodal output within the constraints of a busy language classroom.

尽管多模态在英语作为一门外语 (EFL) 研究和课堂教学法中受到了强烈的关注和争论，但在旨在教授语言技能而不是多模态的课程中使用多模态活动的实用性正在研究中。本文通过描述如何将多模态视频项目引入日本大学的 EFL 课堂​​，有助于满足在课堂环境中对多模态实际应用的持续需求。该课程遵循大学规定的交际课程，该课程以前并未专注于多模式方法。多模式项目用于评估学生的交际能力。学生们分组制作公益广告（PSA）视频，旨在传递信息丰富的信息，以突出他们认为重要的健康或社会问题。在该项目中，学生们： (1) 分析了几个 PSA 视频；(2) 研究社会和健康问题；(3) 一起计划、拍摄和编辑最终的数字产品，并在课堂上为他们的同龄人展示。作者发现，多模式项目作为一种评估交际语言的方法很成功，因为它为提高英语语言能力提供了广泛的学习机会，并且学生可以以高度的自主性和积极性参与交际活动。此外，学生可以通过多模式平台获得交流经验，并提高他们对多模式读写能力的理解。然而，