Application of English Multi-Modal Reading Teaching Mode in the Context of “Internet Plus”

Literature Review

Pan and Zhang (2020) applied a multi-modal teaching method to English reading instruction in senior high schools and determined whether multi-modal teaching can stimulate students' interest in English reading and improve their reading ability. The analysis of the results shows that the application of a multi-modal teaching method in senior high school English reading instruction can stimulate students' interest in English reading and improve their English reading ability, and most students have a positive attitude towards a multi-modal teaching method.

This teaching mode is helpful to cultivate students' comprehensive ability to use language knowledge, improve their cross-cultural communication and interdisciplinary thinking ability, and then improve the teaching outcome. Qin et al. (2023) compared the effect of multi-modal teaching with that of traditional teaching, and the experimental results proved that the students' academic performance and learning were significantly improved after adopting multi-modal teaching. Ji (2022) discussed the path of English multi-modal information reading teaching design, and the results proved that English multi-modal reading teaching can produce good teaching outcomes and improve students' reading ability. It is also observed that the purpose of multi-modal teaching is to call and combine various modal forms such as sounds, pictures, videos, actions, teaching aids, equipment, and teacher layout, so as to enhance the interaction between teachers and students and improve teaching outcomes.

Luca (2020) introduced the research methods of multi-modal discourse in detail, including the picture display method, the language description method, the image and text combination method, and the drawing method; the research discussed the application of multimedia and network information technology in the field of language teaching, and discussed various symbol forms to assist language teaching methods. Tandiana et al. (2020) studied the allocation of multi-modal and interactive resources when teachers use interactive whiteboards, discussed the design and use of interactive whiteboards in teaching, and analyzed the application and relationship of modern media technology in multi-modal teaching. Duan (2021) studied how to improve the teaching outcome by optimizing the multi-modal and multi-dimensional interactive teaching of comprehensive English under the background of big data. Liu (2022) considered the problems of a single teaching form and insufficient educational resources in colleges and universities and developed a multi-modal college English teaching system based on virtual classroom by using VR technology and combining the multimodal teaching concept. The test results show that the system can effectively help students improve their English learning ability.

The English multi-modal reading instruction mode under the background of Internet Plus requires teachers to use internet technology for teaching design, resource integration, and evaluation feedback, so as to better meet students' learning needs (Wang et al., 2021). Although multi-modal teaching has many advantages in English reading, practitioners also need to be aware of associated challenges. Only by giving full play to its advantages and solving the corresponding challenges can multi-modal teaching be better applied to English reading instruction and promote students' all around development.

Methods