Abstract
The experimental results of this paper showed that the final grades of most students would be improved in the class with low English proficiency in the case of textbooks of the same difficulty. However, when multimodal instruction was used, the failure rate in the second semester decreased by 13 percentage points compared with the first semester, while the high-achieving students increased by 6 percentage points. Therefore, by using the multimodal teaching method, the learning effect of students with low English proficiency from the mid-term to the end of the term has been significantly improved, which showed that the multimodal teaching method was more superior than the conventional teaching method. Before and after the use of multi-modal teaching, students in class B had a 24% increase in grades from mid-term to final, mainly because the English level of class B was generally higher.
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