WeCWI is an e-framework grounded on the theoretical-and-pedagogical principles of language acquisition, composition studies, cognitive theories, and e-learning to promote literacy, language, cognitive, and psychological developments. This study aimed to tackle the writing complexity and deficiency of literacy skills among the second language (L2) learners by reviewing the literature on the integration of language acquisition and composition studies to become a hybrid framework. Three fundamental language acquisition theories such as acquisition-learning hypothesis, input hypothesis, and reading hypothesis were adopted in WeCWI. To develop a tool of web-based instruction (WBI) using WeCWI, instructors are encouraged to publish greater functions and more up-to-date reading materials by utilising the web widgets and hypertext, which offer the direct access to specific online reading materials to the learners. This will also promote reading on voluntary basis in informal setting or free reading, which is the major source of literacy competence in various aspects including vocabulary, spelling, grammar, and writing (Krashen, 1992). Besides, formal reading can also be made available on WBI through posting the targeted reading materials related to the course’s learning outcomes.