多模态教学在七年级英语词汇教学中的应用研究

ChapterOneIntroduction1.1ResearchBackgroundAccordingtotheguidingoutlineoftheCurriculumStandardsforCompulsoryEducation(2022Edition),educationalpracticemustdeepencurriculumreformandimprovethequalityofeducation.Withtherapiddevelopmentofmoderneducationaltechnology,theteachingmodeisforcedtoevolveaccordingly,anditisnecessarytoshiftfromtraditionalmethodologytomultimodalteachingtooptimizeclassroomteaching.AlthoughthecurrenttraditionalteachingmodelhasbeenintegratedintotoolssuchasPPTpresentation,physicalprojectorandvideoanimation,itsimplementationoftenpresentsafragmentedstateandlacksthesystematicintegrationofmulti-sensorymode.Atpresent,thelearningofEnglishvocabularyforseventh-gradestudentsmainlyreliesontherotememorizationmethod.Thismonotonousandboringpatternisdifficulttostimulatestudents’learningmotivation,resultinginlowefficiencyofvocabularymemoryandlimitedabilitytounderstandandapplyvocabularyknowledgeintheactualcontext.Forexample,studentsoftenmemorizewordspellingandChinesecorrespondingwordsthroughmechanicalrepetition,butitisdifficulttousewordsaccuratelyinrealcommunicationscenarios.Comparedwithsingle-modalEnglishclasses,multi-modalteachingcancreateamorerelaxedclassroomatmosphereandallowstudentstoexchangeviewsinaharmoniousandequalenvironment.Thismethodnotonlybridgesthegapbetweenteachersandstudents,butalsopromotespeerinteraction,thusimprovingtheeffectivenessofvocabularymemory.Forexample,teachersactivelyguidestudentstoparticipateinvocabularylearningbydisplayingpictures,playingvideosandothermultimediameans.Multimodalteachingintegratesauditory,touch,visualandeventastestimulation,emphasizestheuseoflanguage,sound,images,gesturesandothersymbolresources,providesmulti-dimensionalsensoryinput,andultimatelyenablesstudentstoachieveacomprehensiveunderstandingandinternalizationofvocabulary.1.2ResearchObjectivesandSignificanceThisstudyaimstoexploretheeffectivenessandfeasibilityofmultimodalteachingintheteachingofEnglishvocabularyintheseventhgrade.Theresearchobjectivesinclude:improvingstudents’interestandmotivationinvocabularylearningbytransformingmonotonoustraditionalmechanicalmemoryintoaninterestingprocessthatencouragesactiveparticipation;strengtheningvocabularymemorywiththehelpofmulti-sensorystimulationanddiversifiedteachingstrategies,sothatstudentscanunderstandandmastervocabularymoredeeply;focusingonimprovingstudents’reallanguageTheabilitytousevocabularyinthecontexttoensurethattheymasterspelling,correspondingwordsinChineseandappropriatecommunicationusage.Throughthecomparativeanalysisofmulti-modalandtraditionalteachingmethods,thepossibleadvantagesofmulti-modalteachingareverified,soastoprovideinnovativeperspectivesandmethodologiesforjuniorhighschoolEnglishvocabularyteaching.ThetheoreticalsignificanceofresearchliesinenrichingthemethodologysystemofEnglishvocabularyteaching,andprovidinganewperspectiveandempiricalbasisforthedevelopmentofEnglishteachingtheorybyemphasizingmultimodalteaching.Atthepracticallevel,researchandputforwardinnovativeteachingmodelstobenefitteachers,studentsandeducationalinstitutions.Teacherscanusetheprincipleofmulti-modalitytodesigndiversifiedactivitiesthatintegratepictures,videosandothermultimediaresourcestocreateamoredynamicclassroomenvironment.Thismethodadaptstodifferentlearningstyles,stimulatesindependentlearningability,enhancesstudents’confidenceinlearningEnglishinpleasantsituations,andultimatelypromotesthedevelopmentofcomprehensivelanguageability.Foreducationalinstitutions,promoteteachingreformbyoptimizingresourceallocation,encouragingmethodinnovation,andimprovingtheoverallteachingquality,soastocultivatestudentswithEnglishcompetitivenessandenhancethecomprehensivestrengthoftheinstitution.Inordertosolveresearchproblemsandachievegoals,thisstudyadoptsahybridresearchmethodthatcombinesliteratureresearchmethod,questionnairesurveymethodandinterviewmethod.Firstofall,usetheliteratureresearchmethodtocollectandsortoutpastresearchresultsrelatedtomultimodalEnglishteachingfromtheChinaKnowledgeNetworkdatabase,clarifythetheoreticalframeworkandexistingapplicationmodels,andlaythetheoreticalfoundationforthisresearch.Subsequently,aquestionnairewasdesignedtoexploretheactualimplementationofmultimodalteachinginvocabularyteaching,andquantitativedatawascollectedfrom100seventh-gradestudentstoprovidesolidempiricalsupportfortheresearch.Inaddition,6teacherswererandomlyselectedforsemi-structuredin-depthinterviewstoexploretheirunderstandingandreflectiononmultimodalteachingpractice,collectsuggestionsforimprovementandidentifytheinherentpracticalchallengesoftraditionalteachingmethods.1.3TheOrganizationoftheThesisThispaperisdividedintofivechapters.Thefirstchapterintroducestheresearchbackground,thesignificanceofthegoalandtheoverallframeworkofthethesis.Thesecondchapterlaysthetheoreticalfoundation,coveringthetheoryofmultimodaldiscourseanalysisandthemultimodalteachingmode.Theliteraturereviewsystematicallysortsouttheresearchonmultimodalteachingmethodsathomeandabroad,especiallyfocusingonitsapplicationinEnglishvocabularyteaching.ChapterThreedetailstheresearchdesignandimplementationprocess,clarifiestheresearchobjectandresearchmethod,andcomprehensivelyexplainsthewholeresearchprocess.ChapterFourfocusesondatacollectionandanalysis.Thisstudyanalyzesthequestionnairedatacollectedbeforeandaftertheexperimentbycomparingthetestscoresofthetwoclasses,andfurtherexplorestheactualeffectofthemultimodalvocabularyteachingmodewiththehelpofinterviewanalysis.ChapterFivesummarizestheresearchresults,summarizesthemainfindingsandtheirimpactontheteachingofEnglishvocabulary,andpointsouttheshortcomingsandresearchprospectsofthisstudy.ChapterTwoTheoreticalFoundationsandLiteratureReview2.1TheoreticalFoundations2.1.1MultimodalDiscourseAnalysisTheoryMultimodalteachingemphasizesimprovingthelearningexperiencebyintegratingmultiplesensorymodes,suchasvisual(suchasimages,videos),auditory(suchasoralexplanations,soundeffects)andtactile(suchasinteractiveobjectsandgestures).Thismethodusesdiversifiedsensorychannelstocreateanimmersiveandsituationalenvironmenttooptimizecognitiveparticipationandknowledgeretention.ThetheoryofmultimodaldiscourseanalysiswasproposedbysystemfunctionallinguistCressvanLevininthemid-1990s,establishingasystematicandcomprehensivegrammaticalframeworkforanalyzingmultimodalinvisualimages.ThistheoryechoesHalliday’ssystematicfunctionallinguistics-especiallyconceptualfunction,interpersonalfunctionanddiscoursefunction-andexaminesthecharacteristicmeaning,interactivemeaningandcompositionmeaninginmultimodaldiscourse.Characteristicmeaningexplainshowdifferentmodals(suchasaction,reaction,speech,psychologicalprocess,classificationandsymbol)invisualimagesexpresstheconnectionbetweenmodalsandtheoutsideworld.Theinteractivemeaningexplorestherelationshipbetweenimagesandviewers.Thisrelationshipguidesviewers’attitudestowardsthedepictedcontentthroughcontact,socialdistance,horizontal/verticalperspectiveanddifferentdegreesofmodalconstruction.Theimplementationofmulti-modalteachingmodethroughdigitalmultimediatechnologycannotonlystimulatestudents’motivationandcultivatelanguageinitiative,butalsocultivatelearners’creativityandimagination.Bybuildingastructuredcognitiveframeworkforwritingandcultivatingdiversereadingandwritingskills,thismethodsystematicallyimprovesstudents’writinglevel.Whenanalyzingthemeaningofcomposition,multimodaldiscourseisregardedasawhole,transcendingthetraditionalboundarybetweentextandimages.Throughinformationvalues,salienceandframework,thecharacterizationmeaningandtheinteractivemeaningareinterrelatedtoformacoherentsemanticstructure.2.1.2MultimodalTeachingModelAsanimportantcategoryofnon-textresources,imageresourceshavesignificantpotentialtoimprovestudents’cognitiveability(suchasanalyticalandevaluationskills)injuniorhighschoolEnglishreadingteaching.Thetheoreticalbasisofthisteachingpracticecomesfromthemulti-modalteachingtheory(Stein,2008),whichadvocatesthecollaborativeintegrationoflanguagemodalandvisualmodaltocultivatepluralisticreadingability.Themulti-modalteachingtheoryemphasizestheintegrationofdiversemodalssuchaslanguage,vision,hearingandtouchtoenrichtheteachingcontentandimprovestudents’participationandlearninginterest.InEnglishteaching,multi-modalresourcessuchastext,images,audioandvideocanprovidelearnerswithacomprehensiveimmersivelanguageexperience.Visualtoolssuchascharts,diagramsandvideoscanstimulatemulti-levelcognitiveassociationsandpromotethecultivationofmulti-readingability.Thisteachingmethodisalsoapplicabletootherdisciplines,andmulti-modalstrategiescanimproveteachingefficiency.Theadventoftheeraofnewmediaandbigdatahaspromotedtheall-roundtransformationofuniversityEnglishvocabularyteachingfromtheoreticalframeworktopracticalapplication.Basedonthemultimodalmetaphortheory(Forceville,2009)astheframework,thisresearchsystematicallydeepensandexpandstheempiricalexplorationofresearchersintheearlystageonthebasisofexistingresearchresults.Multimodalteachingtheoryintegrateseducationalscience,psychologyandlinguistictheories,andscholarsoftenemphasizedifferentdimensionsaccordingtotheresearchfocus.2.2LiteratureReview2.2.1RelatedResearchAbroadScholarsabroadhavelongengagedinmultimodalteachingresearch.TheconceptualfoundationofmultimodaltheorywasfirstproposedbyWesternscholarsinthelate20thcentury.TheNewLondonGrouppioneeredtheapplicationofmultimodalitytolanguageteaching,coiningtheterm“multimodality”andadvocatingforcurriculathatcultivatestudents’multiliteraciesandmultimodalmeaning-makingcapabilities(NewLondonGroup,1996).KressandVanLeeuwenhaveprovedtheteachingsignificanceofintegratingvisualandgesturemodesinclassroompracticethroughempiricalresearch,providingatheoreticaldirectionforvocabularyteaching(Kress&VanLeeuwen,2006).Steinemphasizesmultimodalteaching,pointingoutthatithighlightstheinseparabilityofphysicalandcognitiveinputthroughmulti-sensoryparticipationincommunication(Stein,2000).Royceexploredhowteacherscancoordinatetextmaterials,multimodalresourcesanddigitaldisplaytocultivatestudents’multimodalcommunicationskills,andapplytheseprinciplestoreading,writing,listening,speakingandvocabularyteaching(Royce,2002).Jewittanalyzedtheinterplayofrhythm,multimodality,andinteractivityinteachers’useofinteractivewhiteboards,exploringrelationshipsbetweenmultimodaldiscoursedesign,pedagogicalprinciples,andtechnologicalintegration(Royce,2002).IntheMiddleEast,TurkishscholarsÇetinKenanandDaloğluAyşegüarguedthatmultimodalteachingdesignmustmatchstudents’literacylevel.Atthesametime,theyclearlydealwiththemodal-mediarelationshipandemphasizethenecessityofstructuredmediausetoachievemeaningfulteachingexpression(ÇetinKenan,DaloğluAyşegü,2025:1).TheaboveresearchshowstheimportantresultsofapplyingmultimodalteachingtoEnglishclassrooms.However,theresearchthatspecializesincombiningmultimodalmethodswithsecondaryEnglishvocabularyteachingisstilllimitedanddeservesfurtherexploration.Withtechnologicalprogressandtheevolvingcommunicationparadigmreshapingtheeducationallandscape,traditionalclassroomresourcescannolongermeettheneeds.Therefore,languageeducationscholarshavedeepenedtheinvestigationandresearchonmultimodalclassroompractice.2.2.2RelatedResearchatHomeManydomesticscholarshaveexploredtheapplicationofmultimodaltheoryinEnglishteaching.Forexample,YueLeileiemphasizedthatmultimediaresources(suchasanimatedvideos)andonlinelearningplatformsprovidestudentswithvividandsituationalmaterialsthatcanstimulateactivelearningbehavior(岳蕾蕾,2021:223).Inaddition,SunShashapointedoutthatonlinediscussionsonthetopicofvocabularycanimprovestudents’comprehensivelanguageliteracybyintegratinglisteningandspeakingskillswithcriticalthinking(孙莎莎,2024).QiuHuipingreportedthatincorporatingEnglishsongsandshortdramasintovocabularylessonsimproveslisteningcomprehensionbyapproximately20%,whilerole-playingactivitieswithpropsenhanceoralfluencybyaround15%.Thesamestudydemonstratedthatmultimodalinterventionsinreadingandwritingelevatetestscoresby18%and22%,respectively(邱慧萍,2023).Inaddition,XuSiwenemphasizedtheculturalvalueoffilms,literaryadaptationsandothermulti-modalresourcesinhelpingstudentsexperiencethecustomsofEnglish-speakingcountries(徐思文,2020).WangShenlingpointedoutthatinteractivityandstrengtheningeffectshaveasignificantinfluenceinpractice(王深玲,2024:150).GaoYangemphasizedthatthemulti-modalEnglishteachingdesignbuiltthroughvisualcharts,videosandotherresourcescanstimulatemulti-levelcognitiveassociations,thusenrichingthelanguagelearningexperience(高洋,2024).YouYingfurtheremphasizedthatteachersneedtocustomizethemulti-modalcurriculumdesignaccordingtothespecificlanguagesituation,coursecontentandstudentabilitylevel(游莹,2024).Ingeneral,theresearchofscholarsinthefieldoflanguageeducationinChinaonmultimodalteachingshowsthedualtrendofin-depthdevelopmentandbreadthexpansion.Thisevolutionaryprocessreflectsthegradualtransformationfromtheoreticalexplorationtopracticalapplication,whichnotonlyprovidesimportantinspirationforthedevelopmentofrelevanttheories,butalsoprovidesapracticalbasisforteachingpractice.Basedontheframeworkofmultimodaltheory,ChinesescholarshavecarriedoutalotofempiricalresearchandarecommittedtotheorganicintegrationofmultimodalteachingmethodsintotheEnglishclassroomteachingsystem.ChapterThreeResearchDesignandProcess3.1ResearchQuestionsThisstudyexploreswhethermultimodalteachingmethodscanpromotetheacquisitionofEnglishvocabularyforseventhgraders.Throughthecomparativeanalysisofmultimodalandtraditionalteachingmethods,thegrowthpatternofstudents’vocabularyundermultimodalteachingisexaminedanditsteachingeffectisevaluated.Atthesametime,thestudycombinesthecorecharacteristicsofmultimodalteachingtoexplorethedegreeofstudents’acceptanceoftheteachingmethod.Theresearchmainlysolvesthefollowingproblems:(1)WhatistheimpactofmultimodalEnglishvocabularyteachingonlearningresults?Whatarethechallengesintheprocessofitsimplementation?(2)Canmultimodalteachingaidssolvestudents’vocabularylearningdifficultiesandpromotethesustainabledevelopmentofvocabularyability?3.2ResearchParticipantsThestudyinvolved100seventh-gradestudents(47males,53females)fromtwoparallelclasses(Class1andClass2)ataschoolinCityH,with50studentsineachclass.ClassGenderNumberofStudentsTotalClass1Male2350Female27Class2Male2450Female26Figure3-1:BasicInformationofResearchSubjectsTheselectionofthesetwoclasseswasbasedonthreecriteria.First,bothclasseshadnearlyidenticaltotalnumbersofstudentsandgenderratios.Second,priortotheexperiment,thetwoclassessharedthesameEnglishteacher,ensuringconsistencyincurriculumcontent,teachingpace,andinstructionalmethods.Third,amongtheeightseventh-gradeclassesintheschool,Class1andClass2showedthesmallestdifferenceinEnglishproficiency.ThisconclusionwasdrawnbyanalyzingtheaveragescoresandstandarddeviationsofstudentsinthethreemonthlyEnglishtestsbeforetheexperiment,whichminimizespotentialmixedvariablesandensurestherecocibilityofthebaselineacademiclevel.Inthisstudy,Class1wasrandomlydesignatedasanexperimentalgrouptoacceptthemultimodalvocabularyteachingmode(integratingvisual,auditoryandkineticmodes),whileClass2wasusedasacontrolgrouptomaintainthetraditionalvocabularyteachingmode.BothclassesusedthestandardizedFLTRPEnglishTextbookforGrade7,Semester1(ForeignLanguageTeachingandResearchPress),whichalignswithstudents’learningneedsandproficiencylevels.Inthisstudy,Class1wasrandomlydesignatedasanexperimentalgrouptoacceptthemultimodalvocabularyteachingmode(integratingvisual,auditoryandkineticmodes),whileClass2wasusedasacontrolgrouptomaintainthetraditionalvocabularyteachingmode.Inordertoreducetheimpactofvariablescausedbyindividualdifferencesbetweenteachers,theauthorservesasthesoleteacherofthetwoclassesatthesametimeduringthetwo-monthexperimentalcycletoensurethattheteachingprogressissynchronizedwiththeimplementationofteachingmethods.Thisstudydevelopssupportingquestionnairesanddistributessurveysto100studentstofullygrasptheapplicationeffectofmultimodalteachinginseventh-gradeEnglishvocabularyteachingandensurethereliabilityoftheresearchdata.Atthesametime,anin-depthinterviewwasconductedwithsixteachers,aimingtoobtainin-depthinsightsintothepracticalapplicationofthemultimodalteachingmodelintheteachingofGradeSevenEnglishvocabulary.3.3ResearchInstruments3.3.1VocabularySizeTestThisstudyadoptsastandardizedvocabularytesttoquantitativelyevaluatethevocabularylevelofstudentsbeforeandaftertheexperimentthroughmultiple-choicequestionsandfill-in-the-blankquestions.Asabranchoflinguistics,Englishvocabularyisadisciplinewithasolidtheoreticalfoundationanddistinctinterdisciplinarycharacteristics.However,moststudents’languageabilityisrelativelyweakandlogicalabstractionabilityisinsufficient,whichbringscertainchallengestotheimplementationofteaching.ThetestitemsareselectedfromcommongradesevenEnglishvocabularyandcategorizedbydifficultylevelstoaccuratelymeasurechangesinstudents’lexicalknowledge.3.3.2QuestionnaireThequestionnairecontainsbothclosedandopenquestions.Closed-endedquestionscollectbasicinformationaboutstudents’learninghabits,suchasvocabularylearningtimeinputandpastlearningmethods.Open-endedquestionsallowstudentstoexpresstheirpersonalviewsandsuggestionsonmultimodalvocabularyteaching,soastoobtainsubjectivefeedback.3.3.3InterviewsBeforetheexperiment,sixseventh-gradeEnglishteacherswereinterviewed.Thismoveaimstogaininsightsfromactualteachingpracticeandfullyunderstandthecurrentteachingsituationofteachers,soastoevaluatethefeasibilityofexperimentsinrealteachingscenarios,andatthesametimeachievetargetedoptimizationofexperimentaldesign.Theinterviewisalsousedtocollectfront-lineteachingsuggestionsforresearcherstoensurethatexperimentscaneffectivelysolvepracticalteachingproblems.3.4ResearchProcedureTheresearchprocessmainlyincludesthreemajorplates.3.4.1Pre-ExperimentBeforetheexperiment,therearethreesteps.First,interviewsixEnglishteachersintheseventhgradetounderstandthesituationandlearnaboutthepreviousvocabularyteaching.Second,issuequestionnairestotheexperimentalclassesandthecontrolclassestocollectstudents’previouslearninghabits,attitudestowardsEnglishvocabularylearningandotherinformation,andbenchmarkdatawillbeprovidedforsubsequentcomparativeanalysis.Third,conductavocabularytesttothestudentsintwoclassestoknowtheircurrentvocabularyproficiency,findouttheircurrentmasteryofEnglishvocabulary.ThequestionnaireisadaptedfromChenShan’sEnglishvocabularylearningattitudequestionnaire（陈杉，2024）.ThetheoreticalbasisofitsdesigncomesfromtheapplicationofYangJun’smultimodaldiscourseanalysistheoryinjuniorhighschoolEnglishvocabularyteaching（杨俊，2017）.Theauthormadesomemodificationstosomeofthem,andtestedthereliabilityofthequestionnairebeforetheexperiment.Thecredibilityofthequestionnaireisanalyzedusingthespss26.0statisticalanalysistool,asshowninFigure3-2.ClonebachAlphanumberofterms0.94819Figure3-2ReliabilityStatisticsAscanbeseenfromthetable,theCronbach’scoefficientofthequestionnaireis0.948(>0.8),indicatingthattheoverallreliabilityofthequestionnaireishigh.3.4.2DuringtheExperimentIntheexperiment,theexperimentalclassandthecontrolclassuseddifferentiatedteachingmethodstoverifytheactualeffectofmultimodalteaching,whilestrictlycontrollingvariablestoensurescientificrigor.Theexperimentalclassdeeplyintegratesmulti-modalresources:thevisualmodeadoptsdynamicimages,videosandmindmaps,suchasusingBBCEnglishlearningshortvideostodisplay“traffic”scenes;theauditorymodeisintegratedintoEnglishchildren’ssongsandmoviesoundtrackfragmentstocarryout“soundidentification”activities;thekineticandtactilemodeisthroughphysicalperformanceandphysicalOperationisrealized,suchasshapingthe“animal”vocabularymodelwithclay,andsupplementedbypersonalizedvoicetrainingoftheAIinteractiveplatform.Inaddition,theexperimentalclassdesignslayeredtasks,frombasicpicturematchinggamestoadvancedgroupvideoproductionprojectsandinterdisciplinarypracticalassignments,toadapttodifferentstudents’abilitylevels.Thecontrolclassmaintainsthetraditionalteachingmode,mainlyrelyingonteachers’oralexplanationofvocabularyspelling,partofspeech,Chineseinterpretationandexamplesentences,withboardbooksorbasicPPTpresentations.Knowledgeconsolidationreliesoncopying,dictation,exercisebooksandothermechanicaltraining,focusingongrammartranslationtohighlighttheChinese-Englishcorrespondence,andonlyusingtextbookstosupportaudioandstandardsquasi-workbook.Inordertoensurethevalidityoftheexperiment,thetwoclassesusethesametextbooksandmaintainafullysynchronizedteachingprogressandcontent.Thestudyadoptstheevaluationmethodofcombiningquantitativeandqualitative,comparingtheresultsbeforeandafter,andrecordingthestudentparticipationthroughtheclassroomobservationscale.Thismethodensurestherealevaluationofthemulti-modalteachingeffectintheteachingofEnglishvocabularyintheseventhgrade.3.4.3Post-ExperimentAftertheexperiment,thetwoclasseswillbeconductedavocabularytestagaintocomparetheperformanceofthetwoclassesinthetwoexams.Then,Follow-upquestionnaireswerealsoconductedtogatherstudents’subjectivefeedbackontheirlearningexperiencesandperceivedchanges,enablingacomprehensiveevaluationofmultimodalteaching’sefficacyingradesevenEnglishvocabularyeducation.ChapterFourResearchResultsandAnalysis4.1QuestionnaireDataandAnalysisToexaminetheimpactofmultimodalvocabularyteachingonstudents’attitudestowardvocabularylearning,theauthordistributedquestionnairestoboththeexperimentalandcontrolclassesbeforeandaftertheexperiment.ThequestionnairewasadaptedfromChenShan’sEnglishVocabularyLearningAttitudeQuestionnaire,withitsdesigngroundedinthetheoreticalframeworkofYangJun’sapplicationofmultimodaldiscourseanalysistheoryinjuniorhighschoolEnglishvocabularyinstruction.Theanalysisresultsarepresentedbelow.Beforeandaftertheexperiment,questionnaireswereadministeredto100studentstoinvestigatechangesintheexperimentalclassstudents’attitudestowardmultimodalvocabularyteachingafteritsimplementation.Thepre-andpost-experimentquestionnairesfrom100studentswereenteredintoSPSS26.0andanalyzed(Figures4-1,4-2,4-3,4-4,4-5).4.1.1Pre-ExperimentQuestionnaireAnalysisMultimodalteachinghasachievedrelativelyhighpopularityandstrongstudentacceptance.Thesurveyrevealedthat100%ofseventh-gradestudentshadbeenexposedtomultimodalteachinginEnglishvocabularyclasses.Amongthemethods,imagepresentation(89%)andaudiomaterials(85%)werethemostfrequentlyused,whileemergingtoolslikeVR/ARtechnologies(12%)wereemployedlessfrequently.Studentsgenerallyshowedahighleveloffavorabilitytowardmultimodalteaching,with82%indicatingthey“reallyliked”or“quiteliked”it,andonly3%explicitlyexpressingdislike.4.1.2Post-ExperimentQuestionnaireAnalysisLearningoutcomeshaveimprovedsignificantly,withdualenhancementsininterestandretention.Comparedtotraditionalteachingmethods,81%ofstudentsfoundmultimodalteaching“significantlyeasier”or“slightlyeasier”forvocabularymemorization,while78%reportedtheirlearninginteresthad“increasedsubstantially”or“improvedmoderately”.Regardingretentioneffectiveness,63%ofstudentscouldrememberover50%ofthevocabularyafterclassundermultimodalinstruction,comparedtoonly38%intraditionalsettings.Inexams,67%ofstudentsnoted“moderate”or“significant”scoreimprovementsinvocabulary-basedtestsections.Classroomparticipationhasbeensignificantlyimproved,andstudentshavediversifiedpreferencesforinteractiveforms.Surveydataonclassroomparticipationshowthat58%ofstudentsare“veryactive”or“moreactive”inclassroomactivities,withasignificantincreasecomparedwiththetraditionalclassroommodel.Studentsshowdifferencesintheirpreferencesinteachingactivities:vocabularygamecompetitions(76%),watchinganimatedvideos(72%)andgroupcollaborationtasks(68%)arethemostpopular,whichhighlightsstudents'strongdema