The study designs procedures of EFL writing instruction from the perspective of multiliteracies framework. It provides details of the application of four phases of mulitiliteracies approach. Findings from the follow-up interview showed students’ positive attitude towards this new model of instruction. They demonstrated an active engagement in the learning process and became more responsible for the cooperative multimodal composing task. The multiliteracies approach provides students with experiences of constructing meanings via multiple semiotic resources, which is rewarding for enhancing their multiliteracies competence in authentic communications.