An Exploration of a Digital Reading Instructional Model for College English Based on Multimodal Theory

Abstract

As digital technologies continue to reshape education, college English reading instruction must move beyond traditional linear models to address students increasing needs for critical thinking and multimodal literacy. Grounded in multimodal theory, this study proposes a
digital reading teaching model structured around a three-stage InputConstructionOutput framework. By integrating textual, visual, auditory, and video-based resources, the model aims to enhance learners engagement, comprehension, and intercultural communicative competence.
The study elaborates on the principles of resource selection, task design, and learning outcome evaluation, while also addressing challenges
such as limited teacher readiness and fragmented digital materials. The proposed model offers both theoretical insights and practical strategies
for innovating college English pedagogy in the digital era.