The omnipresence of 4Cs at tertiary education has shifted the attention of language classroom teachings toward the mastery of multifaceted intelligences. Resultant teaching praxis subsequently calls forth students’ high literacy, which affects the nature and extent of success and failure. This study strived to scrutinize how the 4Cs approach in Reading courses scaffolds students’ multidimensional 21st-century learning competencies. Data were collected through online survey and focus group discussion, with deductive and inductive content analysis subsequently operative. The findings have shed lights on how 4Cs-based reading instructions help teachers to create learning environment commensurate with the demand of 21st-century learning, which aids students’ learning in gaining metacognitive tools for high literacy. With clear framework of collaborative work and scaffolding, teachers can trigger and further direct students’ achievement goals and social goals towards high literacy.

Research has acknowledged Mobile-assisted language learning (MALL) as one efficacious method for leveraging language proficiency across skills and components, leaving the investigation on language learners' motivation and emotional intelligence of peripheral focus, albeit being essential drives for academic success. This study seeks to fill the gaping void by investigating the impact of team-based mobile learning (TBML) as an instructional framework to leverage EFL learners' online learning engagement (OLE), trait emotional intelligence (TEI), and EFL learning motivation. This instructional framework involves a mobile instant messenger (MIM), Telegram, to support collaborative learning both within and beyond class hours. Employing a quasi-experimental approach, the study involved 475 undergraduate students at an Indonesian state university across majors, including nursing, management, science education, and non-formal education, with ages ranging from 18 to 22 years. The findings corroborate significant increment in the abovementioned dimensions resulting from TBML, as opposed to the unworthy increase associated with computer-based LMS. Moderate positive correlations also exist among three pertinent variables. Implications suggest how TBML accords English learners with the authentic learning community armed with myriads discourse resources to empower their multidimensional engagement in meaningful literacy practices.

The 21st century has urged teachers to be more creative in helping the students to understand the materials more easily. The vast changing of technology should have been able to make it even easier. Teachers should have been aware and take the advantage that technology can help them make the situation in the classroom more alive because their students belong to generation Z who cannot be separated from technological devices. However, there are only few teachers who know that integrating technology in the classroom can actually make the students more creative. It is due to the reason that there are not many teachers who are confident and have courage to integrate technology in the classroom or what technology they have to integrate. Therefore, this article tries to highlight the usage of “Storyboard That” as one of the platforms that can help the students to become more creative.