| Summary: | Despite the recognized importance of reading, current pedagogical approaches for teaching non-English majors often fail to develop the multiliteracy skills required in a modern digital world. To address this gap, this study developed and evaluated an English reading comprehension module incorporating multimodal learning (MML English reading comprehension module). A mixed-methods design was employed, involving 238 non-English majors enrolled in a College English Course at a public university in Southwest China. Data were collected through a pretest, 7 units of in-class exercises, a posttest, and open-ended interviews. Quantitative results illustrated that the reading comprehension module led to a statistically significant improvement in students’ performance across literal comprehension, reorganization comprehension, and inferential comprehension competence. Qualitative analysis of interview data revealed that the use of diversified modes of resources, such as video, charts, and music, offered supportive scaffolds, enhanced students’ engagement, and facilitated their deeper textual comprehension. The findings offer empirically grounded strategies for integrating multimodal resources and technology into teaching curricula, providing valuable insights for teachers and curriculum developers seeking to foster critical multiliteracy skills in higher education.
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