This study investigated the effect of multimedia learning on textuality of Iranian EFL (English as Foreign Language) intermediate learners' writing performance in individual, collaborative and e-collaborative writing modalities from student and teacher perspectives. The results of Multivariate and repeated measure analysis of variance on 90 participants' writing performances on three measures of pretest, posttest and delayed posttest indicated that although textuality was significantly improved as a result of multimedia learning in all three writing modes, its sustained development on delayed posttest was only observed in collaborative writing. Also, the results of the analysis of student self-perceived efficacy of multimedia learning questionnaire indicated that students attributed values significantly more to collaborative than to individual and e-collaborative writing modalities. Theme elicitation of structured interview with the teachers suggested when it comes to technology in Iranian EFL conventional educational context, education policy makers and teaching practitioners need to make principled decisions about its use. Possible sources of challenge in implementation of technology can be solved by revisiting issues such as the centrality of instructor roles, and group leadership as well as the quality of environmental support in local educational contexts such as that of Iran.