Multimodal texts are a popular buzzword in language learning and are becoming increasingly popular in today's EFL classrooms, allowing for more engaging and interactive communication. This research examines how two in-service junior high school teachers select appropriate materials for multimodal texts in teaching writing, apply them in the classroom, and the factors that hinder or support this process from the teacher's perspective. The study employs qualitative research methods and presents a case study conducted in an EFL classroom. The researcher identified several aspects that teachers should consider when selecting material for teaching EFL writing classes that use multimodal texts. These aspects include text complexity, daily life situation, target learning outcomes, modality variation, language proficiency, cultural relevance, and collaborative writing projects. Furthermore, the researchers identified how teachers incorporate the use of multimodal texts in writing classes on planning, organizing, identifying, and evaluating in the English as a Foreign Language (EFL) classroom; in addition, the researchers also found several hindering and supporting factors that exist when teachers use multimodal texts in teaching writing. The teaching of multimodal literacy should not only address students' cognitive and perceptual abilities but also consider how visual images and other semiotic modes function in wider social contexts. Further research could investigate the potential for teachers to incorporate multimodal texts in English as a foreign language (EFL) writing classes.
