Effect of Multimodal Teaching on Language Comprehensive Ability under the Background of Artificial Intelligence

Reading comprehension is an important language learning skill. In English class, we should pay attention to cultivating students’ reading comprehension ability to help students improve their reading comprehension ability. The application of language service products of artificial intelligence has brought great challenges and opportunities to language teaching. This research starts from the current situation of the teaching mode of English language and literature reading under the background of artificial intelligence. The following four questions are mainly studied. Can the multimodal oral teaching model improve students’ oral English performance? Has the students’ spoken English improved in the three aspects of language content, language accuracy, and pronunciation and intonation? Does multimodal oral teaching have a positive impact on students’ attitudes towards oral learning? How can students improve their English writing? This study uses two research methods, experimental research and questionnaire survey, to explore the above research questions through a 16-week multimodal oral teaching experiment. The subjects of the experiment were 61 non-English majors in two parallel classes in the first year of a university in Xi’an. The experiment is divided into three phases: pretest of oral test, implementation of multimodal oral teaching, and posttest of oral test. The experiment proved that most students (about 67.35%) did not show much interest in reading and writing in English. Only a few students (12.24%) like to read and write. It shows that after accepting the multimodal teaching experiment, the students’ oral English scores have been significantly improved, which is reflected in the language accuracy, pronunciation intonation, and language content. The students’ oral English learning attitude is positive after the multimodal oral teaching.