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The shifting of literacy landscape resulting from social and technological changes suggests a need for new approaches to literacy pedagogy. Therefore, educators, researchers, policymakers and other educational stakeholders have been engaged in an ongoing dialogue about adopting multliteracies framework in classroom practices. One of the focal issues to address is teacher readiness to implement multiliteracies pedagogy. The study examined English lecturers perspectives and knowledge to adopt multiliteracies pedagogy in English as a Foreign Language instruction. The data for this study were gained through qualitative and quantitative responses from the participants. The study revealed that the participants were aware of the impact of the new communication technologies on literacy forms, practices, knowledge, and literacy learning and instruction. However, the participants did not only express concerns regarding the adequacy of their preparation to adopt multiliteracies pedagogy, they also noted the some constraints they encountered. The implications of the findings are discussed.