DOI: 10.38007/978-1-80053-537-4

Driven by both the wave of educational digitalization and the growing demand for global communication, college English teaching stands at a critical crossroads of transformation. The traditional single-modal teaching model, characterized by teachers as the sole lecturers and students as passive listeners, can no longer meet the diverse needs of contemporary college students—including personalized learning, practice in real linguistic contexts, and the development of comprehensive competencies. Educational reform has become an urgent imperative. The in-depth integration of multimodal theory and blended teaching offers a scientific pathway to address this dilemma, emerging as a core driver for improving the quality and efficiency of English teaching. 

Language learning is inherently a process involving multiple sensory channels, such as vision, hearing, and touch. Multimodal teaching restores the authentic nature of language communication by integrating diverse semiotic resources, including text, images, audio, and interactive elements. Blended teaching, on the other hand, breaks down the barriers between online autonomous learning and offline classroom interaction, balancing the flexibility of self-directed study with the depth of in-person engagement. Their organic combination not only aligns with the cognitive laws of language learning but also adapts to the learning habits of modern college students, injecting new vitality into college English teaching. 

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