FROM PEDAGOGY TO PRACTICE: LECTURERS’ EXPERIENCES OF MULTILITERACY PEDAGOGY INTEGRATION IN 21ST-CENTURY TERTIARY EFL CLASSROOMS

Abstract

The rapid advancement of digital technology in the 21^st century has fundamentally transformed the landscape of English language teaching and learning, demanding a shift from traditional print-based literacy instruction toward more dynamic, multimodal approaches. Despite growing scholarly attention to multiliteracy pedagogy as a framework for addressing diverse communicative practices in digital learning environments, limited research has examined how lecturers actually experience and enact this pedagogical shift in their everyday classroom practice. This study, therefore, aimed to explore the lecturers’ lived experiences in integrating multiliteracy pedagogy into 21^st-century tertiary EFL classrooms. Employing a qualitative research design, this study involved six purposively selected EFL lecturers who had experience incorporating multiliteracy pedagogy in their instruction. Data were collected through in-depth structured interview and document analysis, and were subsequently analyzed using thematic analysis. The findings revealed that while the lecturers demonstrated strong conceptual awareness of multiliteracy pedagogy. Nevertheless, the lecturers developed adaptive strategies to bridge the gap between theory and classroom practice, reflecting their professional commitment to 21^st-century literacy instruction. This study contributes to the growing body of literature on multiliteracy pedagogy by offering contextually grounded insights that inform professional development programs, curriculum reform, and policy-making in tertiary EFL settings