Current advancement of information and technology demands students to possess the four-essential 21^st century skills which include communication, collaboration, critical thinking, and creativity. Project-based learning that requires students to work together to create a multimodal, digital poetry is believed to have potentials to promote such skills. This study reports the experiences of a pair of EFL student teachers after completing their digital mashup poetry project collaboratively and sharing their work to the close Facebook group for peer comments and feedback. Specifically, these students were required to create a video that contains their oral recitation of an English poem they have made by mixing their selected poems and songs. Data resulting from questionnaires, focus group interview, and sample of student work were analyzed using qualitative content analysis approach. Findings revealed that the participants enjoyed working on the project and reported to have learnt some technological skills while choosing and evaluating digital applications and materials for their mashup poetry. The participants also elicited the ways in which the collaborative project had enhanced their communication and interpersonal skills through negotiation and discussion in attempts for common agreement. Finally, the participants’ reflections had provided rich insights into how collaborative digital projects could be improved, especially in the EFL higher education context.

Keywords: collaborative learning, digital poetry, mashup poem,