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.

This study investigated the effect of implementing the literature circle activities which integrated journal writing practices on college L2 learners’ writing development and their perceptions on integrating literature circle activity in an academic writing classroom. Students’ writing development was measured focusing on complexity, accuracy, and fluency (CAF) through the paired t-test and writing proficiency test In both computer-based analysis and manual analysis, the results showed that there were statistically significant improvements in the participants’ lexical diversity and variation, in such measures as the number of diverse words, type/token ratio, and lexical variation. In the syntactic complexity, in the use of complex nominal phrases per T-unit, complex nominal clauses per clause, coordinate phrases per T-unit and clause per T-unit, statistically significant results were found. All three measures of accuracy showed statistically significant improvement. The participants’ fluency were also found to be improved with statistically significant results. Regarding participants’ perceptions on the journal writing practices and discussion for literature circle activity, over 75% of students positively responded in a questionnaire survey. The results suggest that integration of literature reading and writing can positively influence on L2 learners’ writing development.