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The importance of multimodality in TESOL has been apparent in the area of language teaching due to the rapid advancement of technology and the wide range of learning environments. This paper critically evaluates the multimodal teaching method in TESOL and its influence on language acquisition, utilising a theoretical discussion approach. The study employs multimodal theory as its primary research framework and sociocultural theory as its secondary research framework, focusing on the reasons, implementation, and impact of multimodal teaching. The paper provides a brief overview of TESOL’s application of multimodality application in TESOL, then identifies its key impacts on learners’ language acquisition. These impacts, comprising areas of cognition, affection, and skills, are categorised according to the multimodal and sociocultural theory for detailed analysis. Through the theoretical discussion, this paper unveils that the usage of multimodality in TESOL can greatly build up learners’ language skills as well as increase cross-cultural communication capabilities. By evaluating the application and influences in multimodal teaching, the study aims to offer insights that may benefit future research and teaching practice. The paper’s conclusion acknowledges its limitations and suggests future directions.
Yameng Yan (2024) studied this question.