The present study explores the educational potential of multiliteracies-based pedagogy to enhancing pre-service teachers’ creativity-convergence competency in an EFL literature classroom. To examine the pedagogical effect, both quantitative and qualitative data were analyzed, including the pre- and post- creativity-convergence competency tests, participants’ course evaluation questionnaire, and students' reflective journals. The results from the quantitative analysis indicated that multiliteracies pedagogy employed in the EFL literature classroom enhanced participants’ creativity-convergence competency significantly (p<.05) in its all components, including creativity, problemsolving ability, convergent thinking ability, and self-efficacy. The findings in the analysis of participants’ views on the positive potentials of the multiliteracies pedagogical approach in fostering learners’ creativity-convergence competency were identified as follows: (1) use of multimodal resources in the communication process promoted their creativity-convergence competency, (2) transformative practices served as the facilitator to foster creativity-convergence competency, and (3) critical literacy practices helped them develop problem-solving ability and self-efficacy. The paper ends with some pedagogical implications and suggestions for further research.

1. INTRODUCTION
2. LITERATURE REVIEW
    2.1. Creativity-Convergence Competency and Research on Creativity-Convergence in the EFL Classroom
    2.2. Research on Multiliteracies Pedagogy and Creativity-ConvergenceCompetency Development in the L2 Classroom
3. METHODOLOGY
    3.1. Research Context and Participant
    3.2. Data and Data Analysis
    3.3. Teaching Procedure
4. RESULTS AND DISCUSSION
    4.1. Improvement in the Creativity-Convergence Competency
    4.2. Students’ Perceptions on the Relationship Between MultiliteraciesPedagogy and Creativity-Convergence Competency Development
    4.3. Critical Literacy Practices Promoting Development of Problem-SolvingAbility and Self-Efficacy
5. CONCLUSION AND FURTHER SUGGESTION

• Pirae Kim(Lecturer, Department of English Education, Korea University; 145, Anam-ro, Sungbook-gu, Seoul 02841, Korea)