This document discusses digital multimodal composing (DMC) in English language teaching. It begins by outlining how digital tools have changed communication and the skills needed for language learning. DMC is then defined as going beyond traditional writing to include other modes made possible by digital media, like videos and infographics. The benefits of DMC are that it meets real-world communication needs, engages students, and increases autonomy. However, some argue it could distract from language learning. A case study from a Hong Kong university is presented where students produced scientific videos and reports. The project was scaffolded over several weeks and assessed composition and language use. Analyzing model documentaries helped address multimodality and rhetorical strategies.