# Investigation on Deep Learning Model of College English Based on Multimodal Learning Method

Authors: Xiuying Han
Journal: Computational Intelligence and Neuroscience
 (2022)

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## Abstract

Deep learning refers to active learning that allows students to perceive, experience, understand, and apply knowledge. Deep learning focuses on the mastery of knowledge and skills and more on the cultivation of higher-order thinking skills such as awareness, problem-solving, and knowledge transfer. In order to improve the quality of English classroom teaching in today’s colleges and universities and cultivate high-level applied foreign language talents, this paper constructs a multimodal teaching model based on deep learning theory and discusses how to apply the model to college English teaching practice in order to promote the realization of students’ deep learning, improve the effectiveness of English learning, and provide a reference for the teaching reform of college English courses.


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## Body

## 1. Introduction

In 2018, the Ministry of Education pointed out the Education Informatization 2.0 action Plan, “realizing the basic task of establishing moral education around a new journey of accelerating the modernization of education and building moral forces. Actively promote the ’Internet + education’ due to the development of information technology, especially the development of intelligent technology, adhere to the depth of information technology and education teaching fusion of the core concept, adhere to the application of driving and mechanism innovation, establish a sound mechanism for the sustainable development of education informatization, establish network, digital, intelligent, personalized and lifelong education system” [1, 2]. Thus, it can be seen that in the age of intelligence, classroom teaching in colleges and universities should not only be limited to the transmission of knowledge but should also focus on cultivating students’ self-learning ability, awareness of in-depth learning, and the ability to flexibly apply the knowledge they have learned [3].The rapid development of information technology provides strong technical support and guarantees for education, and digital, networked, and mobile learning methods are developing rapidly, such as online courses and other “Internet+” teaching modes, which not only help learners obtain rich digital learning resources but also provide learners with convenient learning time and space. However, there are some shortcomings in the new models [4, 5]. However, there are some shortcomings in the new models, such as “the lack of targeted guidance and participation in online courses due to the monotonous presentation of the courses, which prevented learners from reaching a deep learning state.” Another example is that “online learning lacks in-depth teacher involvement and therefore does not achieve the desired effect” [6, 7].For a long time, traditional English classroom teaching has been based on superficial learning, and students’ ability to think independently, learn independently, transfer knowledge, and process their thinking has not been exercised and improved, thus failing to meet the actual needs of today’s international talent training and society. Only by allowing students to enter the state of deep learning can we give full play to the leading role of teachers and stimulate students’ consciousness, initiative, and creativity in learning, so as to achieve the best learning effect. In the new era of college classroom education, more emphasis is placed on students’ independent learning process in talent cultivation, and teachers complete the cultivation of students’ independent learning ability through the innovation of classroom teaching methods. Learning should be a research process of students’ active exploration and discovery, not a unilateral knowledge teaching by teachers and passive acceptance by students [8, 9]. As students are the main subjects of learning, teachers should fully respect students’ the main position in classroom teaching and expand more space for students’ independent learning by combining online and offline classroom modes. Students’ independent learning ability is improved, which helps students to complete deep learning and has positive significance for personal comprehensive quality development.Deep learning goals should point to the development of students’ disciplinary core literacy, which includes the flexible application of learned knowledge, the development of learning skills, the integration of learning content, the application of learning strategies, the mastery of the essence of the subject, as well as ideas and methods, and the improvement of comprehensive problem-solving skills. This process fosters students’ curiosity and anticipation, cultivates different modes of thinking, and gradually leads them to achieve higher-order thinking levels. At the same time, teachers need to get to know their students in-depth and identify the structural system of knowledge that students have mastered, their interests, and their personal knowledge reserves.


## 2. Deep Learning Theory

In 1976, American scholars Ference Marton and Roger Saljo published “The Essential Difference between Learning: Results and Processes” through Experimental Research on Students’ Learning Process,” and first introduced the concepts of “deep learning” and “surface learning” (see in Figure1). “The two scholars believe that shallow learning is the best way to learn. The two scholars believe that the cognitive level of shallow learning stays at the first two levels of “memorization” and “comprehension,” reflecting the lower-order thinking ability [10, 11]. The cognitive level of deep learning corresponds to the last four levels of “application, analysis, synthesis, and evaluation” in the learning process. In order to achieve these goals, learners should use higher-order thinking skills. Since then, scholars such as Biggs, Entwistle, and Prosser have developed theories related to deep learning and shallow learning, improved the concept and connotation of deep learning, and proposed relevant analytical models. According to domestic scholar Prof. Lai Ga-hou, deep learning refers to learning in which learners can critically learn new ideas and knowledge and integrate them into their original cognitive structure based on comprehension learning and can transfer the acquired knowledge to make decisions and solve problems in new contexts. Comprehension and critique, connection and construction, and migration and application are the three characteristics that deep learning possesses. When encountering problems with related knowledge in real-life situations, one can introduce the knowledge to new situations and make responsible decisions. In English teaching in colleges and universities, students’ deep English learning can help to develop students’ English thinking and realize the purpose of learning quality cultivation [12, 13]. The core ideas of deep learning profoundly reflect the relevant concepts in cognitive disciplines such as criticism, understanding, integration, migration, reflection, and creation.Figure 1
Frame diagram of deep learning theory.In the field of cognitive learning, American scholars such as Bloom classify the teaching objectives into six levels, from low to a high level, which are “knowledge, understanding, application, analysis, synthesis, and evaluation.” It is a shallow level of learning. The four aspects of application, analysis, synthesis, and evaluation require students to have a deeper understanding of knowledge and to apply it in practice, which is a deeper level of cognition for learning and belongs to the category of deep learning. In the actual student learning life, most complex tasks require students to use deep learning to complete, and deep learning can reflect a higher level of students’ knowledge mastery. The development of China’s research on the deep learning concept is relatively late, but the definition of the concept of deep learning emphasizes that students can integrate the new knowledge and new ideas learned into their original knowledge system in the learning process, and when solving practical problems, they can analyze and solve them by discovering the correlation between things and using their knowledge, and deep learning can help students learn and work in a practical and more complex environment to learn or solve problems independently.In university education, both shallow learning and deep learning are commonly used by students, but some students usually stay in shallow learning for knowledge learning. However, some students usually stay at the superficial level of knowledge learning. They simply memorize and analyze the knowledge taught by teachers to complete the final exams, without a deeper understanding of the knowledge and lacking the ability to apply the knowledge, so it is a big challenge for students and teachers to build an efficient classroom education. Deep learning requires students to learn independently and explore actively, and students can process the collected knowledge information and complete the construction of higher-order knowledge thinking and effective transformation of knowledge under the guidance of teachers.According to Yeung [14], the deep learning in university education DLj is constructed to represent the deep understanding of the knowledge G to the level of knowledge learning with some students (each student i corresponds to a coefficient, representing the x and y coordinates of efficient classroom education and the collected knowledge information, respectively), and then integrated interrelationship between the construction of higher-order knowledge thinking Fk is fused to select the effective transformation of knowledge under the guidance of teachers fk from the predicted deviation hk. Based on these, Figure 2 shows the three-dimensional histogram of understanding of the knowledge between shallow learning and deep learning.(1)DLj=Gxj+Fkxj−xihkxjlnhkxj,fkxk=∑j1πR2DLj,fkxk=∑j1πR2Gxj+Fkxj−xihkxjlnhkxj.Figure 2
Three-dimensional histograms of shallow learning and deep learning with an understanding of the knowledge.


## 3. Design of Multimodal Teaching Methods in Universities Based on Deep Learning Model

American scholars Eric Jensen and LeAnn Nickelsen proposed the deeper learning cycle (DELC), which is divided into seven stages: designing learning objectives and learning contents, preassessment, creating an active learning culture, preparing and activating prior knowledge, acquiring new knowledge, deep processing knowledge, and evaluating students’ learning [15, 16]. Huang Ronghuai, a domestic scholar proposed three stages of the “design framework for blended learning courses,” namely, front-end analysis, activity and resource design, and evaluation design and divided the blended learning process into “course introduction,” “teaching activities” and “review,” “teaching and learning activities,” and “review and testing.” Based on the research results of the above scholars, this study constructs a modal teaching approach based on deep learning and divides the process of deep learning into three stages: the preparation stage of deep learning, the implementation stage of deep learning, and the evaluation and reflection stage of deep learning.


### 3.1. The First Stage Is the Preparation Stage of Deep Learning, i.e., The Front-End Analysis Stage

Before carrying out the course learning activities, the basic situation of course teaching is analyzed in order to provide a reference basis for the smooth implementation of blended learning.First, the characteristics of the learners should be analyzed in depth. The learner is the subject of learning, and clarifying the characteristics of the learner is one of the important tasks in the preparation phase of deep learning [17, 18]. Teachers can understand the basic characteristics of learners through preassessment and grasp the learning situation in order to set appropriate learning starting points and design targeted deep learning strategies to better meet their learning needs. Second, clear learning objectives should be developed. Based on the study of course objectives and contents, teachers should identify relevant concepts, skills, key issues, etc. Then, they should set unit learning objectives according to the course objectives, analyze the important and difficult points of learning, and indicate the direction of future learning for learners. Finally, the implementation environment of blended learning should be fully considered. The smooth implementation of blended learning cannot be achieved without the guarantee of the external learning environment. Modern information technology provides learners with various forms of learning environment, which provides good conditions for the development of students’ deep learning, as illustrated in Figure 3.Figure 3
The circle diagram of the first stage of the preparation stage of deep learning.


### 3.2. The Second Stage Is the Implementation Stage of Deep Learning, That Is, The Stage of Teaching Activities and Resource Design

Each teaching activity contains three stages of learning before, during, and after class.


#### 3.2.1. Preclass

The precourse drive is the beginning of the multimodal approach. Its main component is the online independent learning or precourse learning of students, which aims to prepare them for later classroom outputs and practical tasks. The instructor posts micro-lessons, online tests, online discussions, and other software punch cards, and independent learning task sheets before class. The issuance of independent learning task sheets is the core content and highlight of the preclass drive, a guide for online independent learning, a criterion for self-evaluation, and a guarantee for a smooth transition to offline teaching [19, 20]. Today, when online teaching is in full swing, if we just watch micro-lessons in the sky and let students selectively learn words and sentences, it will easily turn into a “breeding ground for shallow learning.” Only by giving full play to the teacher’s role as a leading, guiding, and leading person can we make online learning go deeper. English teachers in colleges and universities need to make holistic and systematic considerations when designing teaching classroom programs. For content with lower objectives in classroom teaching, it can be placed in the preclassroom for students’ independent learning or relevant knowledge content can be sent to students in the form of materials through the online network, such as words, phrases, or grammatical forms that students are required to memorize. Teachers should be careful not to make the teaching tasks too difficult for students, otherwise, if students feel that the knowledge of the class is difficult before independent learning, it is easy to make them feel intimidated, and if they feel frustrated in learning, it will reduce their interest in learning. Teachers should strengthen the correlation between teaching tasks and the classroom content students have mastered when setting classroom tasks. By establishing the relationship between old knowledge and new knowledge, they can help students accept new English teaching knowledge faster. Students’ preschool independent learning process is not zero involvement of teachers, rather teachers should pay more attention to students’ learning status. Students’ preschool independent learning process needs to help students clarify their learning goals and can put forward preschool thinking questions so that students can think with clear learning goals and teaching problems when they learn independently. The teacher should also summarize the students’ preschool independent learning status, and focus on analyzing the problems that students face during their independent learning in the classroom.Prelearning is the initial stage of constructing the meaning of the knowledge students have learned. Before the lesson, teachers post learning objectives and learning content online, upload multimodal learning resources to the learning platform, and assign learning tasks [21, 22]. The teacher should explain the objectives of the learning tasks and let students understand the learning tasks. The assigned learning task should meet two requirements: first, it can guide students to apply prior knowledge to carry out learning activities; second, the task must be challenging to motivate students to actively use higher-order thinking to analyze, synthesize and evaluate the acquired information in the process of completing the task to enhance deep learning. After clarifying the learning task, students should fully apply their prior knowledge to develop a detailed plan regarding the implementation steps for solving the problem and completing the task. Based on statistical samples, Figure 4 shows the changes of prelearning in relation to postlearning and higher-order thinking regarding the implementation steps for solving the problem.Figure 4
Columnar linear diagram of prelearning the initial stage of constructing the meaning of the knowledge.


#### 3.2.2. In-Class

English classroom teaching in colleges and universities can be generally divided into a summary review of students’ independent learning content before class, group discussion and learning in class, and cultivation of students’ ability to apply their knowledge in practice [23]. In order to strengthen the importance of students’ independent learning before class, teachers should set up an independent learning results presentation link in classroom education. By setting teaching tasks before class, teachers organize students to report the results of their answers to questions in turn and summarize and analyze the results according to the questions they have come up with. By giving students more recognition of their knowledge, teachers can effectively strengthen students’ self-confidence and help increase their motivation for independent learning. According to research findings, classroom group discussions can stimulate students’ interest in learning and help them to learn in depth. Therefore, in the English classroom of colleges and universities, teachers can set up scenarios for students and organize them to discuss problems.The group discussion mode is the core part of classroom teaching, and it is the most important part of promoting deep learning. When designing this teaching session, teachers should arrange the questions in advance, and the questions should be set gradually so that students can come up with answers through group discussion. The constructivist theory believes that knowledge acquisition cannot exist abstractly without context and that learning should be achieved through contextualized interpersonal collaboration activities to construct meaning, a feature that is particularly prominent in college English blended teaching. Task-driven method, group collaboration method, case study method, and discussion method will become the main teaching methods in the offline classroom. The course team has broken down the in-class facilitation into three sessions: lecture, internalization, and training. The training session is broken down into a number of related tasks with increasing gradients to guide students to breakthroughs. The teacher’s scaffolding role is gradually reduced during the facilitation sessions, and timely teacher evaluation, software evaluation, and student evaluation are conducted throughout the course. In group discussion teaching mode, teachers can help students better understand knowledge by establishing correlations between new classroom knowledge and previous teaching knowledge to achieve a deeper understanding of learning content learning purposes. The ultimate goal of students’ classroom knowledge learning is to apply what they have learned to real life, but the current status quo of English teaching in colleges and universities is that students’ English ability stays in written content and their speaking ability is relatively poor. Therefore, English teachers in colleges and universities should pay attention to the cultivation of students’ English speaking ability. By helping students develop a correct English language structure and form correct English learning styles and strategies, they can strengthen students’ ability to use English in practice.Build a teacher-student learning community to provide practical support for deep learning. The ultimate goal of deep learning is to be able to solve complex problems in real situations. It is difficult for students to achieve this goal individually, but through interaction and collaboration with teachers and other members of the learning community, they can deepen their understanding of the new knowledge they have acquired and construct the meaning of the knowledge they have to solve complex problems, and finally achieve this goal.After clarifying their learning goals and tasks, students begin to implement their learning plans and carry out independent learning activities; they participate in collaborative learning in the learning community, complete their learning tasks, and initially construct the meaning of the knowledge they have learned. In-class learning is the stage of deep processing of knowledge, including online learning and classroom learning. Students complete the learning tasks online according to the task requirements. In order to achieve the learning objectives, students need to think deeply, critically integrate information, adopt appropriate learning strategies to deeply process information, form their own independent insights, and realize deep learning in the process of consulting learning materials and completing tasks. When students learn online, teachers provide targeted instruction for students through online communication and teaching of required scaffolding content. During classroom learning, based on an assessment of students’ prior knowledge, teachers give students additional prior knowledge that is lacking and teach scaffolding knowledge and skills. To facilitate deeper processing of knowledge, a “group presentation, and discussion” session is arranged in the classroom. The teacher encourages students to present and report on their learning, and to choose representatives to present their work, explain the concept of creating PPTs or videos, and share their experiences and lessons learned. Afterward, the teacher organizes students to interact, analyze, and evaluate their works and make suggestions. In the end, the teacher makes an instructive comment on the quality of the completed work and the students’ learning performance. By allowing learners to learn the knowledge implicit in the task, the teacher drives students to construct the meaning of knowledge and skills, develops students’ ability to solve practical problems, and promotes students’ internalization and application of knowledge.Independent learning activities (L) are chosen to measure the comparability between collaborative learning in the learning community and the meaning of the knowledge they have learned, and the formula is(2)Ri=∑i−dpi22Sp2σi2δ,L=Ri∑δ,L=∑i−dpi2/2Sp2σi2δ∑δ,where p is the ID of appropriate learning strategies; i is the ID of the key point of independent insights; dpi denotes students’ prior knowledge between the i-th additional prior knowledge predicted by the p-th scaffolding knowledge and skills; Sp denotes experiences and lessons; o denotes online communication and teaching; V denotes students’ learning performance; δ is the knowledge implicit in the task. According to the above formula, it is easy to see that students’ ability to solve practical problems and students’ internalization and application of knowledge better fit the meaning of knowledge and skills (see Figure 5).Figure 5
Dotted line diagram of students’ ability to solve practical problems with internalization and application of knowledge.


#### 3.2.3. After Class

English teachers can apply more forms of after-class assignments when assigning English classroom learning assignments. In order to cultivate students’ sense of deep learning, English teachers can take the form of mind maps to summarize chapter contents to make after-class assignments [24, 25]. Mind maps summarize and wrap up the knowledge contents learned in this chapter course and build a complete English knowledge system, which can complete the cultivation of students’ advanced thinking. The structure of English knowledge in the mind map can show the correlation between the English knowledge points hidden in the classroom, and when students study the structure of the mind map, they can quickly recall the English knowledge learned in the classroom and grasp the knowledge points in time. After-class learning is the stage of consolidating and expanding knowledge. After class, teachers design and publish tiered assignments and extension assignments based on students’ online learning feedback. Students complete the assignments online to consolidate what they have learned in time, communicate and discuss problems with teachers and classmates, further deepen their memory of knowledge points, master the ability to solve problems in complex situations, realize knowledge transfer, and gradually form higher-order cognition.In addition, there is also the after-school practice session, which is an extension and deepening of in-depth learning to the “second classroom” dimension. The English teachers integrate the postclass practice into the chapters of each module, forming chapter projects that integrate the workplace context and highlight the applicability of English in higher education. For example, in the lesson “Expressing Opinions,” after the classroom exercises and pair work, teachers set up a postclass task to expand on the topic of “How to deal with cell phone addiction?” After the classroom exercises and pair work, the teacher assigns a postlesson extension task to conduct a group English corner activity on the topic of “How to deal with mobile phone addiction” (each student takes turns to share his or her opinion, followed by an intra-group discussion and summary), and record a video and upload it to the learning platform. The design of after-school practice tasks can effectively compensate for the lack of time for classroom learning, continuously motivate students to take the initiative to learn through group collaboration and peer cooperation, increase their learning input, and ensure the continuous occurrence of deep learning; at the same time, research data show that the progressive practice tasks can greatly enhance students’ sense of academic achievement and accomplishment, and also subconsciously and silently improve students’ The research data show that the cascading practical tasks can greatly enhance students’ sense of academic gain and achievement, and also subtly and silently improve students’ independent learning, cooperative learning ability, innovation ability, and personal comprehensive quality.


### 3.3. The Third Stage Is the Evaluation and Reflection Stage of Deep Learning, That Is, The Evaluation Stage of Teaching

The evaluation mainly adopts a three-way evaluation system, that is, a combination of three types of evaluation: students’ self-evaluation, peer evaluation and teacher evaluation [26]. At the same time, the form of evaluation organically combines formative and summative evaluation throughout the entire process of online and classroom learning, assessing learners’ problem-solving abilities and the degree of higher-order thinking used. Teachers measure each student’s achievement against the learning objectives. At the end of the learning task, teachers should provide feedback to students and give them guidance and assistance based on the assessment results. In addition, teachers should guide students to engage in positive self-reflection at the end of the learning tasks to adjust their cognitive strategies, identify and solve problems in a timely manner, and facilitate the successful implementation of deep learning. Figure 6 shows the frame diagram of the third stage of the evaluation and reflection stage of deep learning.Figure 6
The third stage of the evaluation and reflection stage of deep learning.


## 3.1. The First Stage Is the Preparation Stage of Deep Learning, i.e., The Front-End Analysis Stage

Before carrying out the course learning activities, the basic situation of course teaching is analyzed in order to provide a reference basis for the smooth implementation of blended learning.First, the characteristics of the learners should be analyzed in depth. The learner is the subject of learning, and clarifying the characteristics of the learner is one of the important tasks in the preparation phase of deep learning [17, 18]. Teachers can understand the basic characteristics of learners through preassessment and grasp the learning situation in order to set appropriate learning starting points and design targeted deep learning strategies to better meet their learning needs. Second, clear learning objectives should be developed. Based on the study of course objectives and contents, teachers should identify relevant concepts, skills, key issues, etc. Then, they should set unit learning objectives according to the course objectives, analyze the important and difficult points of learning, and indicate the direction of future learning for learners. Finally, the implementation environment of blended learning should be fully considered. The smooth implementation of blended learning cannot be achieved without the guarantee of the external learning environment. Modern information technology provides learners with various forms of learning environment, which provides good conditions for the development of students’ deep learning, as illustrated in Figure 3.Figure 3
The circle diagram of the first stage of the preparation stage of deep learning.


## 3.2. The Second Stage Is the Implementation Stage of Deep Learning, That Is, The Stage of Teaching Activities and Resource Design

Each teaching activity contains three stages of learning before, during, and after class.


### 3.2.1. Preclass

The precourse drive is the beginning of the multimodal approach. Its main component is the online independent learning or precourse learning of students, which aims to prepare them for later classroom outputs and practical tasks. The instructor posts micro-lessons, online tests, online discussions, and other software punch cards, and independent learning task sheets before class. The issuance of independent learning task sheets is the core content and highlight of the preclass drive, a guide for online independent learning, a criterion for self-evaluation, and a guarantee for a smooth transition to offline teaching [19, 20]. Today, when online teaching is in full swing, if we just watch micro-lessons in the sky and let students selectively learn words and sentences, it will easily turn into a “breeding ground for shallow learning.” Only by giving full play to the teacher’s role as a leading, guiding, and leading person can we make online learning go deeper. English teachers in colleges and universities need to make holistic and systematic considerations when designing teaching classroom programs. For content with lower objectives in classroom teaching, it can be placed in the preclassroom for students’ independent learning or relevant knowledge content can be sent to students in the form of materials through the online network, such as words, phrases, or grammatical forms that students are required to memorize. Teachers should be careful not to make the teaching tasks too difficult for students, otherwise, if students feel that the knowledge of the class is difficult before independent learning, it is easy to make them feel intimidated, and if they feel frustrated in learning, it will reduce their interest in learning. Teachers should strengthen the correlation between teaching tasks and the classroom content students have mastered when setting classroom tasks. By establishing the relationship between old knowledge and new knowledge, they can help students accept new English teaching knowledge faster. Students’ preschool independent learning process is not zero involvement of teachers, rather teachers should pay more attention to students’ learning status. Students’ preschool independent learning process needs to help students clarify their learning goals and can put forward preschool thinking questions so that students can think with clear learning goals and teaching problems when they learn independently. The teacher should also summarize the students’ preschool independent learning status, and focus on analyzing the problems that students face during their independent learning in the classroom.Prelearning is the initial stage of constructing the meaning of the knowledge students have learned. Before the lesson, teachers post learning objectives and learning content online, upload multimodal learning resources to the learning platform, and assign learning tasks [21, 22]. The teacher should explain the objectives of the learning tasks and let students understand the learning tasks. The assigned learning task should meet two requirements: first, it can guide students to apply prior knowledge to carry out learning activities; second, the task must be challenging to motivate students to actively use higher-order thinking to analyze, synthesize and evaluate the acquired information in the process of completing the task to enhance deep learning. After clarifying the learning task, students should fully apply their prior knowledge to develop a detailed plan regarding the implementation steps for solving the problem and completing the task. Based on statistical samples, Figure 4 shows the changes of prelearning in relation to postlearning and higher-order thinking regarding the implementation steps for solving the problem.Figure 4
Columnar linear diagram of prelearning the initial stage of constructing the meaning of the knowledge.


### 3.2.2. In-Class

English classroom teaching in colleges and universities can be generally divided into a summary review of students’ independent learning content before class, group discussion and learning in class, and cultivation of students’ ability to apply their knowledge in practice [23]. In order to strengthen the importance of students’ independent learning before class, teachers should set up an independent learning results presentation link in classroom education. By setting teaching tasks before class, teachers organize students to report the results of their answers to questions in turn and summarize and analyze the results according to the questions they have come up with. By giving students more recognition of their knowledge, teachers can effectively strengthen students’ self-confidence and help increase their motivation for independent learning. According to research findings, classroom group discussions can stimulate students’ interest in learning and help them to learn in depth. Therefore, in the English classroom of colleges and universities, teachers can set up scenarios for students and organize them to discuss problems.The group discussion mode is the core part of classroom teaching, and it is the most important part of promoting deep learning. When designing this teaching session, teachers should arrange the questions in advance, and the questions should be set gradually so that students can come up with answers through group discussion. The constructivist theory believes that knowledge acquisition cannot exist abstractly without context and that learning should be achieved through contextualized interpersonal collaboration activities to construct meaning, a feature that is particularly prominent in college English blended teaching. Task-driven method, group collaboration method, case study method, and discussion method will become the main teaching methods in the offline classroom. The course team has broken down the in-class facilitation into three sessions: lecture, internalization, and training. The training session is broken down into a number of related tasks with increasing gradients to guide students to breakthroughs. The teacher’s scaffolding role is gradually reduced during the facilitation sessions, and timely teacher evaluation, software evaluation, and student evaluation are conducted throughout the course. In group discussion teaching mode, teachers can help students better understand knowledge by establishing correlations between new classroom knowledge and previous teaching knowledge to achieve a deeper understanding of learning content learning purposes. The ultimate goal of students’ classroom knowledge learning is to apply what they have learned to real life, but the current status quo of English teaching in colleges and universities is that students’ English ability stays in written content and their speaking ability is relatively poor. Therefore, English teachers in colleges and universities should pay attention to the cultivation of students’ English speaking ability. By helping students develop a correct English language structure and form correct English learning styles and strategies, they can strengthen students’ ability to use English in practice.Build a teacher-student learning community to provide practical support for deep learning. The ultimate goal of deep learning is to be able to solve complex problems in real situations. It is difficult for students to achieve this goal individually, but through interaction and collaboration with teachers and other members of the learning community, they can deepen their understanding of the new knowledge they have acquired and construct the meaning of the knowledge they have to solve complex problems, and finally achieve this goal.After clarifying their learning goals and tasks, students begin to implement their learning plans and carry out independent learning activities; they participate in collaborative learning in the learning community, complete their learning tasks, and initially construct the meaning of the knowledge they have learned. In-class learning is the stage of deep processing of knowledge, including online learning and classroom learning. Students complete the learning tasks online according to the task requirements. In order to achieve the learning objectives, students need to think deeply, critically integrate information, adopt appropriate learning strategies to deeply process information, form their own independent insights, and realize deep learning in the process of consulting learning materials and completing tasks. When students learn online, teachers provide targeted instruction for students through online communication and teaching of required scaffolding content. During classroom learning, based on an assessment of students’ prior knowledge, teachers give students additional prior knowledge that is lacking and teach scaffolding knowledge and skills. To facilitate deeper processing of knowledge, a “group presentation, and discussion” session is arranged in the classroom. The teacher encourages students to present and report on their learning, and to choose representatives to present their work, explain the concept of creating PPTs or videos, and share their experiences and lessons learned. Afterward, the teacher organizes students to interact, analyze, and evaluate their works and make suggestions. In the end, the teacher makes an instructive comment on the quality of the completed work and the students’ learning performance. By allowing learners to learn the knowledge implicit in the task, the teacher drives students to construct the meaning of knowledge and skills, develops students’ ability to solve practical problems, and promotes students’ internalization and application of knowledge.Independent learning activities (L) are chosen to measure the comparability between collaborative learning in the learning community and the meaning of the knowledge they have learned, and the formula is(2)Ri=∑i−dpi22Sp2σi2δ,L=Ri∑δ,L=∑i−dpi2/2Sp2σi2δ∑δ,where p is the ID of appropriate learning strategies; i is the ID of the key point of independent insights; dpi denotes students’ prior knowledge between the i-th additional prior knowledge predicted by the p-th scaffolding knowledge and skills; Sp denotes experiences and lessons; o denotes online communication and teaching; V denotes students’ learning performance; δ is the knowledge implicit in the task. According to the above formula, it is easy to see that students’ ability to solve practical problems and students’ internalization and application of knowledge better fit the meaning of knowledge and skills (see Figure 5).Figure 5
Dotted line diagram of students’ ability to solve practical problems with internalization and application of knowledge.


### 3.2.3. After Class

English teachers can apply more forms of after-class assignments when assigning English classroom learning assignments. In order to cultivate students’ sense of deep learning, English teachers can take the form of mind maps to summarize chapter contents to make after-class assignments [24, 25]. Mind maps summarize and wrap up the knowledge contents learned in this chapter course and build a complete English knowledge system, which can complete the cultivation of students’ advanced thinking. The structure of English knowledge in the mind map can show the correlation between the English knowledge points hidden in the classroom, and when students study the structure of the mind map, they can quickly recall the English knowledge learned in the classroom and grasp the knowledge points in time. After-class learning is the stage of consolidating and expanding knowledge. After class, teachers design and publish tiered assignments and extension assignments based on students’ online learning feedback. Students complete the assignments online to consolidate what they have learned in time, communicate and discuss problems with teachers and classmates, further deepen their memory of knowledge points, master the ability to solve problems in complex situations, realize knowledge transfer, and gradually form higher-order cognition.In addition, there is also the after-school practice session, which is an extension and deepening of in-depth learning to the “second classroom” dimension. The English teachers integrate the postclass practice into the chapters of each module, forming chapter projects that integrate the workplace context and highlight the applicability of English in higher education. For example, in the lesson “Expressing Opinions,” after the classroom exercises and pair work, teachers set up a postclass task to expand on the topic of “How to deal with cell phone addiction?” After the classroom exercises and pair work, the teacher assigns a postlesson extension task to conduct a group English corner activity on the topic of “How to deal with mobile phone addiction” (each student takes turns to share his or her opinion, followed by an intra-group discussion and summary), and record a video and upload it to the learning platform. The design of after-school practice tasks can effectively compensate for the lack of time for classroom learning, continuously motivate students to take the initiative to learn through group collaboration and peer cooperation, increase their learning input, and ensure the continuous occurrence of deep learning; at the same time, research data show that the progressive practice tasks can greatly enhance students’ sense of academic achievement and accomplishment, and also subconsciously and silently improve students’ The research data show that the cascading practical tasks can greatly enhance students’ sense of academic gain and achievement, and also subtly and silently improve students’ independent learning, cooperative learning ability, innovation ability, and personal comprehensive quality.


## 3.2.1. Preclass

The precourse drive is the beginning of the multimodal approach. Its main component is the online independent learning or precourse learning of students, which aims to prepare them for later classroom outputs and practical tasks. The instructor posts micro-lessons, online tests, online discussions, and other software punch cards, and independent learning task sheets before class. The issuance of independent learning task sheets is the core content and highlight of the preclass drive, a guide for online independent learning, a criterion for self-evaluation, and a guarantee for a smooth transition to offline teaching [19, 20]. Today, when online teaching is in full swing, if we just watch micro-lessons in the sky and let students selectively learn words and sentences, it will easily turn into a “breeding ground for shallow learning.” Only by giving full play to the teacher’s role as a leading, guiding, and leading person can we make online learning go deeper. English teachers in colleges and universities need to make holistic and systematic considerations when designing teaching classroom programs. For content with lower objectives in classroom teaching, it can be placed in the preclassroom for students’ independent learning or relevant knowledge content can be sent to students in the form of materials through the online network, such as words, phrases, or grammatical forms that students are required to memorize. Teachers should be careful not to make the teaching tasks too difficult for students, otherwise, if students feel that the knowledge of the class is difficult before independent learning, it is easy to make them feel intimidated, and if they feel frustrated in learning, it will reduce their interest in learning. Teachers should strengthen the correlation between teaching tasks and the classroom content students have mastered when setting classroom tasks. By establishing the relationship between old knowledge and new knowledge, they can help students accept new English teaching knowledge faster. Students’ preschool independent learning process is not zero involvement of teachers, rather teachers should pay more attention to students’ learning status. Students’ preschool independent learning process needs to help students clarify their learning goals and can put forward preschool thinking questions so that students can think with clear learning goals and teaching problems when they learn independently. The teacher should also summarize the students’ preschool independent learning status, and focus on analyzing the problems that students face during their independent learning in the classroom.Prelearning is the initial stage of constructing the meaning of the knowledge students have learned. Before the lesson, teachers post learning objectives and learning content online, upload multimodal learning resources to the learning platform, and assign learning tasks [21, 22]. The teacher should explain the objectives of the learning tasks and let students understand the learning tasks. The assigned learning task should meet two requirements: first, it can guide students to apply prior knowledge to carry out learning activities; second, the task must be challenging to motivate students to actively use higher-order thinking to analyze, synthesize and evaluate the acquired information in the process of completing the task to enhance deep learning. After clarifying the learning task, students should fully apply their prior knowledge to develop a detailed plan regarding the implementation steps for solving the problem and completing the task. Based on statistical samples, Figure 4 shows the changes of prelearning in relation to postlearning and higher-order thinking regarding the implementation steps for solving the problem.Figure 4
Columnar linear diagram of prelearning the initial stage of constructing the meaning of the knowledge.


## 3.2.2. In-Class

English classroom teaching in colleges and universities can be generally divided into a summary review of students’ independent learning content before class, group discussion and learning in class, and cultivation of students’ ability to apply their knowledge in practice [23]. In order to strengthen the importance of students’ independent learning before class, teachers should set up an independent learning results presentation link in classroom education. By setting teaching tasks before class, teachers organize students to report the results of their answers to questions in turn and summarize and analyze the results according to the questions they have come up with. By giving students more recognition of their knowledge, teachers can effectively strengthen students’ self-confidence and help increase their motivation for independent learning. According to research findings, classroom group discussions can stimulate students’ interest in learning and help them to learn in depth. Therefore, in the English classroom of colleges and universities, teachers can set up scenarios for students and organize them to discuss problems.The group discussion mode is the core part of classroom teaching, and it is the most important part of promoting deep learning. When designing this teaching session, teachers should arrange the questions in advance, and the questions should be set gradually so that students can come up with answers through group discussion. The constructivist theory believes that knowledge acquisition cannot exist abstractly without context and that learning should be achieved through contextualized interpersonal collaboration activities to construct meaning, a feature that is particularly prominent in college English blended teaching. Task-driven method, group collaboration method, case study method, and discussion method will become the main teaching methods in the offline classroom. The course team has broken down the in-class facilitation into three sessions: lecture, internalization, and training. The training session is broken down into a number of related tasks with increasing gradients to guide students to breakthroughs. The teacher’s scaffolding role is gradually reduced during the facilitation sessions, and timely teacher evaluation, software evaluation, and student evaluation are conducted throughout the course. In group discussion teaching mode, teachers can help students better understand knowledge by establishing correlations between new classroom knowledge and previous teaching knowledge to achieve a deeper understanding of learning content learning purposes. The ultimate goal of students’ classroom knowledge learning is to apply what they have learned to real life, but the current status quo of English teaching in colleges and universities is that students’ English ability stays in written content and their speaking ability is relatively poor. Therefore, English teachers in colleges and universities should pay attention to the cultivation of students’ English speaking ability. By helping students develop a correct English language structure and form correct English learning styles and strategies, they can strengthen students’ ability to use English in practice.Build a teacher-student learning community to provide practical support for deep learning. The ultimate goal of deep learning is to be able to solve complex problems in real situations. It is difficult for students to achieve this goal individually, but through interaction and collaboration with teachers and other members of the learning community, they can deepen their understanding of the new knowledge they have acquired and construct the meaning of the knowledge they have to solve complex problems, and finally achieve this goal.After clarifying their learning goals and tasks, students begin to implement their learning plans and carry out independent learning activities; they participate in collaborative learning in the learning community, complete their learning tasks, and initially construct the meaning of the knowledge they have learned. In-class learning is the stage of deep processing of knowledge, including online learning and classroom learning. Students complete the learning tasks online according to the task requirements. In order to achieve the learning objectives, students need to think deeply, critically integrate information, adopt appropriate learning strategies to deeply process information, form their own independent insights, and realize deep learning in the process of consulting learning materials and completing tasks. When students learn online, teachers provide targeted instruction for students through online communication and teaching of required scaffolding content. During classroom learning, based on an assessment of students’ prior knowledge, teachers give students additional prior knowledge that is lacking and teach scaffolding knowledge and skills. To facilitate deeper processing of knowledge, a “group presentation, and discussion” session is arranged in the classroom. The teacher encourages students to present and report on their learning, and to choose representatives to present their work, explain the concept of creating PPTs or videos, and share their experiences and lessons learned. Afterward, the teacher organizes students to interact, analyze, and evaluate their works and make suggestions. In the end, the teacher makes an instructive comment on the quality of the completed work and the students’ learning performance. By allowing learners to learn the knowledge implicit in the task, the teacher drives students to construct the meaning of knowledge and skills, develops students’ ability to solve practical problems, and promotes students’ internalization and application of knowledge.Independent learning activities (L) are chosen to measure the comparability between collaborative learning in the learning community and the meaning of the knowledge they have learned, and the formula is(2)Ri=∑i−dpi22Sp2σi2δ,L=Ri∑δ,L=∑i−dpi2/2Sp2σi2δ∑δ,where p is the ID of appropriate learning strategies; i is the ID of the key point of independent insights; dpi denotes students’ prior knowledge between the i-th additional prior knowledge predicted by the p-th scaffolding knowledge and skills; Sp denotes experiences and lessons; o denotes online communication and teaching; V denotes students’ learning performance; δ is the knowledge implicit in the task. According to the above formula, it is easy to see that students’ ability to solve practical problems and students’ internalization and application of knowledge better fit the meaning of knowledge and skills (see Figure 5).Figure 5
Dotted line diagram of students’ ability to solve practical problems with internalization and application of knowledge.


## 3.2.3. After Class

English teachers can apply more forms of after-class assignments when assigning English classroom learning assignments. In order to cultivate students’ sense of deep learning, English teachers can take the form of mind maps to summarize chapter contents to make after-class assignments [24, 25]. Mind maps summarize and wrap up the knowledge contents learned in this chapter course and build a complete English knowledge system, which can complete the cultivation of students’ advanced thinking. The structure of English knowledge in the mind map can show the correlation between the English knowledge points hidden in the classroom, and when students study the structure of the mind map, they can quickly recall the English knowledge learned in the classroom and grasp the knowledge points in time. After-class learning is the stage of consolidating and expanding knowledge. After class, teachers design and publish tiered assignments and extension assignments based on students’ online learning feedback. Students complete the assignments online to consolidate what they have learned in time, communicate and discuss problems with teachers and classmates, further deepen their memory of knowledge points, master the ability to solve problems in complex situations, realize knowledge transfer, and gradually form higher-order cognition.In addition, there is also the after-school practice session, which is an extension and deepening of in-depth learning to the “second classroom” dimension. The English teachers integrate the postclass practice into the chapters of each module, forming chapter projects that integrate the workplace context and highlight the applicability of English in higher education. For example, in the lesson “Expressing Opinions,” after the classroom exercises and pair work, teachers set up a postclass task to expand on the topic of “How to deal with cell phone addiction?” After the classroom exercises and pair work, the teacher assigns a postlesson extension task to conduct a group English corner activity on the topic of “How to deal with mobile phone addiction” (each student takes turns to share his or her opinion, followed by an intra-group discussion and summary), and record a video and upload it to the learning platform. The design of after-school practice tasks can effectively compensate for the lack of time for classroom learning, continuously motivate students to take the initiative to learn through group collaboration and peer cooperation, increase their learning input, and ensure the continuous occurrence of deep learning; at the same time, research data show that the progressive practice tasks can greatly enhance students’ sense of academic achievement and accomplishment, and also subconsciously and silently improve students’ The research data show that the cascading practical tasks can greatly enhance students’ sense of academic gain and achievement, and also subtly and silently improve students’ independent learning, cooperative learning ability, innovation ability, and personal comprehensive quality.


## 3.3. The Third Stage Is the Evaluation and Reflection Stage of Deep Learning, That Is, The Evaluation Stage of Teaching

The evaluation mainly adopts a three-way evaluation system, that is, a combination of three types of evaluation: students’ self-evaluation, peer evaluation and teacher evaluation [26]. At the same time, the form of evaluation organically combines formative and summative evaluation throughout the entire process of online and classroom learning, assessing learners’ problem-solving abilities and the degree of higher-order thinking used. Teachers measure each student’s achievement against the learning objectives. At the end of the learning task, teachers should provide feedback to students and give them guidance and assistance based on the assessment results. In addition, teachers should guide students to engage in positive self-reflection at the end of the learning tasks to adjust their cognitive strategies, identify and solve problems in a timely manner, and facilitate the successful implementation of deep learning. Figure 6 shows the frame diagram of the third stage of the evaluation and reflection stage of deep learning.Figure 6
The third stage of the evaluation and reflection stage of deep learning.


## 4. The Effect of Applying Multimodal Teaching Methods

The blended teaching and learning process is a process of constantly updating and iterating concepts and methods. According to the feedback data, students are generally satisfied with the learning results. 89.71% of students think that the multimodal teaching method based on the deep learning model can better stimulate their interest in learning; 92.65% of students think that multimodal teaching makes them participate more actively in offline classroom activities; 95.59% of students think that they have achieved deep learning and their English ability has improved significantly. 95.59% of the students thought they had achieved deep learning and improved their English proficiency significantly. A comparison of the before and after data shows that multimodal teaching that builds a deep learning field has a positive impact on learning outcomes.


### 4.1. Developing Students’ Integrated Language Skills

The multimodal approach facilitates the whole process of “deep learning.” The course content is practical and the activities are designed around the output of each module chapter, which effectively enhances students’ user stickiness and self-efficacy. In the in-class facilitation and postclass practice sessions, students get a lot of time for language practice and output, and with the combination of information-based assessment and timely and delayed evaluation, students’ English proficiency improves significantly. The pretest and posttest data showed that students’ English proficiency gained steady improvement.


### 4.2. Cultivated Students’ Humanistic Literacy, Critical Thinking Skills, and Cross-Cultural Awareness

In the course of learning the course, through learning micro-lessons, watching a lot of original video materials, and carrying out extended reading based on chapter themes, students learn the language and broaden their horizons from different levels of knowledge, skills, and appreciation, perceive the differences between Chinese and Western cultures, and enhance their sensitivity and inclusiveness to cultural differences. In the output and practice of language, students improve their humanistic literacy and cross-cultural awareness by analyzing topics dialectically and expressing ideas from a critical perspective; they strengthen their sense of responsibility for the dissemination of Chinese traditional culture to the outside world and their social responsibility to learn from and communicate with Chinese and foreign civilizations.


### 4.3. Cultivated Students’ Independent Learning, Cooperative Learning Ability, and Information Literacy

The multimodal teaching approach significantly promotes students’ independent learning and collaborative learning ability. In the precourse drive session, students are able to complete a number of tasks such as resource learning, interactive discussion, knowledge testing, and predrill through the course platform at their own pace. At the same time, the “Online Teaching Community” community enables peer-to-peer communication, answers questions, and builds new knowledge. In the in-class facilitation session, we complete ladder tasks through pair and group activities, and in the postclass practice session, we continue the output training of higher-order oral language through peer learning and group learning. This whole process relies on the high-output teaching activities of the teaching community community to give students a rich sense of belonging to the course, stimulate learning self-awareness, and promote the continuous occurrence of deep learning. At the same time, students’ information literacy has been significantly improved through the use of information-based assessment software and learning platforms.


## 4.1. Developing Students’ Integrated Language Skills

The multimodal approach facilitates the whole process of “deep learning.” The course content is practical and the activities are designed around the output of each module chapter, which effectively enhances students’ user stickiness and self-efficacy. In the in-class facilitation and postclass practice sessions, students get a lot of time for language practice and output, and with the combination of information-based assessment and timely and delayed evaluation, students’ English proficiency improves significantly. The pretest and posttest data showed that students’ English proficiency gained steady improvement.


## 4.2. Cultivated Students’ Humanistic Literacy, Critical Thinking Skills, and Cross-Cultural Awareness

In the course of learning the course, through learning micro-lessons, watching a lot of original video materials, and carrying out extended reading based on chapter themes, students learn the language and broaden their horizons from different levels of knowledge, skills, and appreciation, perceive the differences between Chinese and Western cultures, and enhance their sensitivity and inclusiveness to cultural differences. In the output and practice of language, students improve their humanistic literacy and cross-cultural awareness by analyzing topics dialectically and expressing ideas from a critical perspective; they strengthen their sense of responsibility for the dissemination of Chinese traditional culture to the outside world and their social responsibility to learn from and communicate with Chinese and foreign civilizations.


## 4.3. Cultivated Students’ Independent Learning, Cooperative Learning Ability, and Information Literacy

The multimodal teaching approach significantly promotes students’ independent learning and collaborative learning ability. In the precourse drive session, students are able to complete a number of tasks such as resource learning, interactive discussion, knowledge testing, and predrill through the course platform at their own pace. At the same time, the “Online Teaching Community” community enables peer-to-peer communication, answers questions, and builds new knowledge. In the in-class facilitation session, we complete ladder tasks through pair and group activities, and in the postclass practice session, we continue the output training of higher-order oral language through peer learning and group learning. This whole process relies on the high-output teaching activities of the teaching community community to give students a rich sense of belonging to the course, stimulate learning self-awareness, and promote the continuous occurrence of deep learning. At the same time, students’ information literacy has been significantly improved through the use of information-based assessment software and learning platforms.


## 5. Innovative Significance of Multimodal Teaching Methods of English in Colleges and Universities

### 5.1. Promoting the Improvement of English Teaching Resources in Colleges and Universities

Students’ deep learning of English state emphasizes more on students’ independent learning process. Under the multimodal teaching method, English teachers need to clarify their own position in the classroom and continuously improve English pedagogical resources on this basis [27, 28]. The current online teaching platforms launched by the Internet can all achieve the purpose of providing rich teaching resources for classroom teaching, because the knowledge provided by the Internet is more complex, teachers can help students to extract the quality of knowledge and complete the summary of necessary knowledge learning, and the rest can be widely read according to students’ English learning hobbies. English teachers also need to choose the appropriate network pedagogical platform according to the university English teaching classroom and build an English teaching resource base that meets the learning status of the class students. This also puts higher demands on teachers’ information literacy. The multimodal teaching method of college English not only improves students’ independent learning ability but also strengthens teachers’ information literacy enhancement. By making full use of the online teaching platform and offline classroom education resources, teachers can efficiently bring into play the effects of the multimodal teaching method of English in colleges and universities.The improvement of English teaching resources in colleges and universities is defined as a setχ = {ωj}j=1,2,3, where J is the online teaching platforms, and English pedagogical resources (u) of the jth is the quality of knowledge for classroom teaching is denoted by the vector ωj ∈ x. The summary of necessary knowledge learning ϕt(ω) at each stage provides confidence Sjt ∈ Rw × h for each students’ English learning hobby j, where and h are the learning demand and status of the class students, respectively, and t denotes the tth stage. As shown in Figure 7, the first stage of the multimodal teaching method of college English is to provide confidence scores:(3)ϕt=∑ωT,ϕt⟶s1jωj⊂ωj=1,2,3,ϕt=∑ωT⟶s1jωj⊂ωj=1,2,3.Figure 7
Curve diagram of improvement of English teaching resources with multimodal teaching methods of English in colleges and universities.All subsequent stages generate new confidence scores using the contextual information from the previous stage:(4)ϕt>∑ωT,ψω,St−1,∑ωT,ψω,St−1⟶stjωj⊂ωj=1,2,3,ϕt>∑ωT,ψω,St−1⟶stjωj⊂ωj=1,2,3.


### 5.2. Optimizing the Classroom Teaching Evaluation System

Optimizing the evaluation system of classroom teaching can make a comprehensive assessment of teachers’ classroom teaching effect and students’ classroom learning, and the multimodal teaching method plays an important role in the English evaluation system. In traditional English teaching, teachers evaluate students’ English only through the unified test and evaluate students’ learning index only through test scores. It is difficult to make a comprehensive assessment of students’ English learning, and the assessment results are one-sided. The integrated application of the online teaching classroom model can fully record students’ learning in the network and provide dynamic monitoring of students’ learning effects, and students can grasp their English learning status anytime and anywhere and choose various forms of online English testing modules according to their learning needs. The teacher can make a comprehensive evaluation of the test results and make a more accurate and objective judgment of the students’ English learning status. In classroom teaching, teachers can also use the online teaching platform to complete the record of students’ learning progress and learning status.


## 5.1. Promoting the Improvement of English Teaching Resources in Colleges and Universities

Students’ deep learning of English state emphasizes more on students’ independent learning process. Under the multimodal teaching method, English teachers need to clarify their own position in the classroom and continuously improve English pedagogical resources on this basis [27, 28]. The current online teaching platforms launched by the Internet can all achieve the purpose of providing rich teaching resources for classroom teaching, because the knowledge provided by the Internet is more complex, teachers can help students to extract the quality of knowledge and complete the summary of necessary knowledge learning, and the rest can be widely read according to students’ English learning hobbies. English teachers also need to choose the appropriate network pedagogical platform according to the university English teaching classroom and build an English teaching resource base that meets the learning status of the class students. This also puts higher demands on teachers’ information literacy. The multimodal teaching method of college English not only improves students’ independent learning ability but also strengthens teachers’ information literacy enhancement. By making full use of the online teaching platform and offline classroom education resources, teachers can efficiently bring into play the effects of the multimodal teaching method of English in colleges and universities.The improvement of English teaching resources in colleges and universities is defined as a setχ = {ωj}j=1,2,3, where J is the online teaching platforms, and English pedagogical resources (u) of the jth is the quality of knowledge for classroom teaching is denoted by the vector ωj ∈ x. The summary of necessary knowledge learning ϕt(ω) at each stage provides confidence Sjt ∈ Rw × h for each students’ English learning hobby j, where and h are the learning demand and status of the class students, respectively, and t denotes the tth stage. As shown in Figure 7, the first stage of the multimodal teaching method of college English is to provide confidence scores:(3)ϕt=∑ωT,ϕt⟶s1jωj⊂ωj=1,2,3,ϕt=∑ωT⟶s1jωj⊂ωj=1,2,3.Figure 7
Curve diagram of improvement of English teaching resources with multimodal teaching methods of English in colleges and universities.All subsequent stages generate new confidence scores using the contextual information from the previous stage:(4)ϕt>∑ωT,ψω,St−1,∑ωT,ψω,St−1⟶stjωj⊂ωj=1,2,3,ϕt>∑ωT,ψω,St−1⟶stjωj⊂ωj=1,2,3.


## 5.2. Optimizing the Classroom Teaching Evaluation System

Optimizing the evaluation system of classroom teaching can make a comprehensive assessment of teachers’ classroom teaching effect and students’ classroom learning, and the multimodal teaching method plays an important role in the English evaluation system. In traditional English teaching, teachers evaluate students’ English only through the unified test and evaluate students’ learning index only through test scores. It is difficult to make a comprehensive assessment of students’ English learning, and the assessment results are one-sided. The integrated application of the online teaching classroom model can fully record students’ learning in the network and provide dynamic monitoring of students’ learning effects, and students can grasp their English learning status anytime and anywhere and choose various forms of online English testing modules according to their learning needs. The teacher can make a comprehensive evaluation of the test results and make a more accurate and objective judgment of the students’ English learning status. In classroom teaching, teachers can also use the online teaching platform to complete the record of students’ learning progress and learning status.


## 6. Conclusion

The multimodal college English teaching classroom built under the deep learning model puts forward higher requirements for teachers’ teaching and students’ learning status, and the deep learning concept can make students correctly perceive English learning and help teachers’ college English classroom teaching. Guided by deep learning theory, this paper tries to build a multimodal teaching method of college English that combines online learning and traditional classroom learning and divides the process of deep learning into three stages: the preparation stage of deep learning, the implementation stage of deep learning, and the evaluation and reflection stage of deep learning. In addition, it also explains how to implement this model in college English teaching in order to enhance students’ higher-order thinking skills and achieve deep learning. English teachers in colleges and universities should strengthen their correct knowledge of the importance of online teaching in classrooms and respect the main position of classroom students’ learning in the actual teaching process and clarify their teaching position. Universities improve the English education resource system in universities through the introduction of more teaching resources, and English teachers realize the value of multimodal English teaching for talent cultivation by improving the optimal design of classroom teaching and sound teaching evaluation system. The college English classroom under the deep learning model is important for improving learning efficiency, strengthening classroom teaching management, and promoting the reform and development of English education in colleges and universities.



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*Source: 7001392-2022-10-07.xml*