Modeling University Students' Acceptance of Genre-Based Digital Multimodal Composing and Its Impact on Writing Performance

The purpose of this study is to analyze the factors that influence university students' acceptance of Genre-Based Digital Multimodal Composing and its impact on writing performance. This research employed a quantitative approach with a survey design. The population of this study consisted of university students who had experience using genre-based digital multimodal composing in their writing courses. The sample comprised 150 respondents selected through purposive sampling technique. Data collection was conducted using a closed-ended questionnaire measured on a Likert scale. The instrument covered several constructs, including Perceived Usefulness, Attitude, Student Acceptance, and Writing Performance. Data analysis was performed using Structural Equation Modeling (SEM) based on Partial Least Squares (PLS) with the SmartPLS software. The results of the study indicate that Perceived Usefulness has a positive and significant effect on Student Acceptance. Likewise, Attitude has a positive and significant effect on Student Acceptance. Student Acceptance, in turn, has a positive and significant effect on Writing Performance. Furthermore, Student Acceptance is proven to mediate the relationship between Perceived Usefulness and Writing Performance as well as the relationship between Attitude and Writing Performance. These findings confirm that Student Acceptance serves as an important mediating variable in increasing the effectiveness of genre-based digital multimodal composing on writing performance. The successful implementation of this approach is closely related to the perceived benefits and positive attitudes held by students toward the learning model.