A Diversified Teaching Model of Business English in Multimodal Perspective

Abstract

Abstract Traditional business English pedagogy has predominantly relied on an unimodal teaching approach, which often fails to satisfy the demands of contemporary talent development. Addressing this inadequacy, this study advocates for the establishment of a diversified teaching model from a multimodal perspective. Furthermore, it introduces a comprehensive evaluation framework designed to assess the efficacy of various business English teaching methodologies. This evaluation model employs the K-means clustering algorithm for data segmentation, utilizes both positive and negative indicators for constructing metrics, and integrates the fuzzy comprehensive evaluation method with gray system theory for robust analysis. The research was conducted at AB University, where experimental and control groups were established to critically assess the effectiveness of the diversified teaching approaches. Results indicate that the experimental group’s average business English score was 53.1, which is significantly higher by 10.94 points than that of the control group (P<0.01). Moreover, notable differences were observed in students’ classroom behaviors, including course engagement, responsiveness to teachers, and learning attitudes, all showing highly significant improvements in the experimental group (P<0.01). Similarly, in terms of teaching quality, the experimental group significantly outperformed the control group across the dimensions of content design, lecture delivery, and overall teaching impact (P<0.01). This study not only underscores the effectiveness of the proposed diversified business English teaching model but also provides a theoretical and empirical foundation for its evaluation.