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The integration of technology into education has led to new opportunities for language learning and teaching, with the application of multimodal literacy in foreign language education gaining more attention. Multimodal literacy, combining different modes of meaning such as sounds and images, has become crucial for contemporary literacy development and learning. In China, where English proficiency is highly valued, implementing multimodal literacy in English language education has the potential to enhance students language learning experiences. This paper explores the development and impact of multimodal literacy in English language education within the Chinese mainland, focusing on the challenges and opportunities it presents to the educational system. The advantages of using multimodal literacy in English Language Teaching (ELT) are discussed, including its ability to improve students understanding, engagement, cross-cultural communication skills, and academic performance. However, challenges like the lack of multimodal resources and the possibility of neglecting higher-level thinking must be addressed. The paper suggests various countermeasures, such as enhancing the development and integration of multimodal resources, improving teacher training in multimodal teaching strategies, and implementing a multimodal teaching evaluation system. Embracing multimodal literacy in English language education can better prepare students to adapt to the digital eras advancements and contribute to enhancing the quality of education and teaching in China.
Ruohan Xu (Wed,) studied this question.