This research looks at how multimodal learning modalities affect students' English language abilities in higher vocational education. The research looks at why it's important for teachers to be good with technology and what happens when they use these methods. In view of the growing integration of technology into the instructional frameworks of educational institutions, it is of the highest significance to research the influence that multimodal approaches have on the increase of students' language ability. Vocational students need to learn how to read, write, talk, and listen. The goal of this project is to look at and compare different multimodal techniques for teaching those abilities. These strategies leverage digital resources that are interactive, visual, and audio. The results show that pupils are significantly more engaged in learning a language and learn it quicker when their instructors are very good with technology and employ a variety of teaching methods. When teachers utilise digital tools and resources well in the classroom, students frequently learn languages better. This makes classes more interesting and focused on the student. On the other hand, it was found that teachers who aren't good with technology are less likely to be able to use multimodal techniques to their full potential. This research shows how important it is for teachers to keep learning new things in order to become better at using technology. In order to successfully use new ways of learning, this is a need that must be satisfied. The research gives teachers and policymakers vital information that they can utilise to help them make English language education better in vocational contexts. These ideas come from looking at schools where instructors have different levels of digital skills. The results show that students in higher vocational education programs may improve their English abilities by using multimodal learning with the help of instructors who are good with technology