A Study on EFL Vocabulary Teaching for Non-English Major College Students in China Based on Multimodal Theory

Abstract

In the era of global diversification and technological advancement, the vocabulary teaching of teaching English as a Foreign Language (EFL) faces new challenges and opportunities. Multimodal theory-based teaching has gained significant attention in academic research. This study addresses the challenges in EFL vocabulary acquisition among non-English major students by employing the Explanatory Sequential Design (ESD). Initially, this study conducted a quantitative semi-structured questionnaire involving 78 non-English major college students in China. It identified key vocabulary learning issues, including monotonous vocabulary presentation content, limited vocabulary teaching methods and tedious vocabulary tasks. To address these challenges, this research implemented a research practice at Wenzhou Business College (WZBC) for one semester with 20 non-English major students, focusing on pre-class, in-class, and post-class stages. This study collected data to evaluate the effectiveness of the intervention and conducted a follow-up interview with 5 students to gain deeper insights. This study shows that applying multimodal theory in EFL vocabulary teaching enhances vocabulary acquisition by engaging students with varied content, interactive methods, and customised tasks that build confidence, thereby boosting interest and participation in vocabulary learning. These findings offer valuable insights for advancing EFL educational practices.