A Multimodal Discourse–Based Teaching Framework for English in Printing and Dyeing Technology: Bibliometric and Simulation Approaches

Abstract

This study proposes a multimodal English teaching model tailored to the needs of printing and dyeing technology majors, aiming to address key challenges such as abstract terminology and a lack of contextual learning. Grounded in multimodal discourse theory, the research analyses typical communicative scenarios in the textile industry and emphasises the integration of linguistic, visual, and interactive modalities. Through bibliometric analysis and knowledge mapping, the study identifies key research trends, including theoretical development, vocational pedagogical application, and emerging use of virtual simulation technologies. While interest in multimodal teaching has grown rapidly since 2015, its application in engineering-related English education remains underdeveloped. The study highlights the need for interdisciplinary collaboration and technological innovation to enhance teaching relevance and effectiveness. It proposes practical strategies such as virtual workshop simulations and multimodal case-based instruction to bridge the gap between language acquisition and real-world technical practice. The findings contribute to advancing English for Specific Purposes (ESP) pedagogy by aligning instructional design with industry communication demands and enhancing students’ ability to operate in internationalised professional environments.