Because English literature degree programs are expected to produce graduates competent in speaking, reading, and writing, course works are usually designed to enhance these skills. However, in an increasingly globalized world characterized by IT usage, 21st century skills such as creativity, media and technology literacy are equally important. Such skills are often integrated through instructional approaches such as project-based learning. This paper reports on a study that examined the use of group-work video essay in an undergraduate English literature classroom at a public university in Malaysia. This study relied on an evaluation of the students’ video essays and an open-ended interview with the students. The findings reported a positive feedback from the students who mostly agreed that the video essay was similar to written essay; challenging where the technical aspects are concerned; yet immensely rewarding. The findings imply the desideratum of adopting the video essay as a coursework in the literature classroom provided that it is done as a project-based group-work effort, substantial marks are allocated, and technical training in video production is provided. The paper closes with recommendations for further research on incorporating the video essay as a course work in the literature classroom.

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