The consensus on 'socially responsible' practices in today's literacy pedagogy indicates that the parameters of school literacies have been significantly extended with the rapid cultural and technological changes in literate forms of communication in recent years. Increasingly, educators around the globe experience dilemmas in engaging with the issue of what to do in literacy pedagogy due to varying cultural identities and the proliferation of multi-channelled communication technologies. Such concerns are also important in Malaysian ESL classrooms. This paper presents the findings of a case study of teaching writing by an ESL teacher using the multiliteracy approach. The respondents were 37 Form Four Science students in a Chinese school in Penang. The research instruments used included semi-structured interviews with the ESL teacher and Teacher Rating Sheets which were used to evaluate the students' progress in continuous writing. The findings show that the students' continuous writing performance improved as they experienced activities assisted by Information and Communications Technology (ICT) in various stages of writing. Findings also revealed that the students' engagement in the process of writing was instrumental in developing their ideas for their essays and simultaneously promoted their motivation during the writing lessons. The implication of the results suggests that literacy educators must take into consideration various pedagogical practices which will serve effectively in the teaching and learning of writing through technology as a medium.