The current study investigates multimodal literacy in the English as a Foreign Language (EFL) university classroom. In a media-saturated society, meaning-making is becoming increasingly multimodal. However, school literacy is too often restricted to traditional paper-based practices and thus alienates students from their everyday literary experiences. This situation is worse with EFL students because they frequently learn the language in a decontextualized manner. The purpose of this study is to explore how students utilize multimodalities for meaning-making. Using a qualitative methodology, this study analyzes students’ writing as the primary data and their reflection papers as the secondary data. The study finds that students without formal education in multimodal literacy were able t construct meaning by utilizing the multimodal resources around them in their writing. The study also confirms that their strong sense of audience awareness greatly influenced their selections and decisions in their use of multimodal resources, the design of their writing, and their strategies in hypertext construction. Overall, by connecting school literacy with students’ literacy practices outside of school, students found learning to be more interesting and meaningful.