Pre-service Teachers’ Engagement in Multiliteracies in an EFL Literature Classroom: Focusing on River Boy

The present study explores how L2 pre-service teachers engaged in a multiliteracies pedagogy in an EFL English literature classroom. The research was carried out based on a qualitative action research method by relying on multiple data sources, including classroom observation, students’ classroom artifacts, such as response journals, and multimodal storytelling products, and course review survey responses. Four themes emerged as the results of study: 1) EFL pre-service teachers could develop the notion of multiliteracies through multi-layered scaffolding; 2) L2 pre-service teachers could become the ‘’designers“ of meaning; 3) Engaging in multiliteracies helped L2 learners develop the awareness of audience in their writing; and 4) EFL pre-service teachers could exercise their agency through the process of creating multimodal storytelling. The results of this research suggests that multiliteacies pedagogy can be a viable approach in an L2 classroom, providing the 21st century learners with meaningful learning experiences.