Malaysian Higher Education English Teachers’ Engagement with Multiliteracies Pedagogy

This mixed methods study examines Malaysian Higher Education English teachers' engagement with multiliteracies pedagogy, which emphasises diverse meaning-making practices and the integration of communication technologies into literacy education. The findings revealed that while teachers recognise the relevance of multiliteracies, their practices remain rooted in traditional, print-based approaches. Limited awareness of multiliteracies pedagogy, particularly in analysing multimodal texts, and barriers such as student-related challenges and time constraints were identified. The study categorises teachers into three engagement profiles and highlights the urgent need for teacher education programs to integrate multiliteracies, fostering reflective practices and aligning instruction with evolving communication demands.