The chapter reports on a case of a research study that investigates the possibility of expanding Egyptian pre-service EFL student teachers' language-related literacy practices by integrating some web-based new literacies into their education programme. After an overview of the rationale, objectives, and research problem, a detailed argument is provided to rationalise the choice of DBR for the purposes of the study based on some epistemological considerations, and to explain why it has been preferred to other prominent research methodologies (eg, experimental design, interpretivist research, and action research). Moreover, a special focus is given to pragmatism as a basis of DBR. This is followed by a review of the specific design-based research (DBR) methodology employed (i.e., a three-stage research framework): (1) the preliminary phase, which acts as a theoretical and empirical foundation; (2) the prototyping phase of two iterations; and (3) the assessment/reflective phase presenting a final design framework for expanding EFL student teachers' language-related literacy practices. My main focus here is on the three-phase research design and the procedures followed in the prototyping phase to highlight DBR as a process, and thus provide readers with a practical, contextual example of how DBR can be employed in reality by doctoral students. [This chapter was published in "Educational Design Research -- Part B: Illustrative Cases," edited by T. Plomp and N. Nieveen, Enschede, the Netherlands: SLO, 2013, pp. 927-946.]