Multimodal Reading and Writing Design Analysis of English

Audiovisual Learning in The Context of The Digital Age and Its

Utilization and Impact Research: Take the Little Red Book

Platform as an Example

Hanyu Ma

Department of Language Engineering, Kunming University of Science and Technology, Kunming, Yunnan, 605500, China

Keywords: Multimodal Reading, Red Book Platform, Digital Age.

Abstract: With the rapid development of electronic science and technology, the learning of English visual and visual is

gradually integrated into multimodal resources. This article takes the Little Red Book platform as an example

to analyze its multimodal resource design, utilization and influence in English visual and learning. Through

qualitative research methods, combined with case analysis and interview methods, the influence and utiliza-

tion of multimodal learning resources on the learning effect of learners in Little Red Book are discussed. The

study found that although multimodal resources bring rich learning, there are also problems such as infor-

mation overload and insufficient depth of learning resources. Finally, the article puts forward suggestions to

optimize the multimodal learning resources of the Little Red Book platform to help learners better use digital

media to improve learning results.

1 INTRODUCTION

With the advent of the information age, digital media

is more and more widely used in English visual

learning. The new media environment uses digital

means to integrate various media forms such as

sound, data and images. With the help of

communication, radio, telephone, television,

computer, mobile or terminal server and other

equipment means, it realizes the communication

forms of two-way and multi-way reception,

broadcasting and dialogue. New media is closely

related to information transmission, thought

formation, literary expression, and the development

of language communication ability. Without the

existence of new media, there would be no exchange

of modern culture (including thought, literature and

language) (Li, 2020). Modal is the matching

resources used in communication, such as text,

images, charts, written language, body language, etc.

Media is the material medium used by people to

communicate, such as books, cards, multimedia

blackboards in the classroom, etc. There is an

intrinsic connection between the modal and the

media. Multimodal is the way people use more than

two symbolic resources to communicate (Yuan,

2012). The inner volume brought by the tide of the

times makes people tend to invest in short-term

learning to get exponential learning results. In today's

society, teachers are encouraged to implement

multimodal teaching methods in the classroom;

students also like multimodal learning methods and

like to use multimodal resources (video, audio) to

promote the learning of course content. Digital

multimodal tools are inseparable from students'

language learning experience (Li, 2020). In Little Red

Book, there is usually an English listening "daily

practice", in which pictures, text and audio are

grouped into a video, which can only be continued

after punching in every day, forming a level-style

learning mode. Rich reading and writing design

patterns and color matching make the learning

content easier to understand. Multi-modal resources

bring a lot of convenience and a lot of interest. The

effect of multimodal resources has brought many

impacts to learners. Visually, it can enhance the

understanding of the content, reasonable typesetting,

and color layout are more conducive to learners'

reading; in terms of language, good language use can

improve the accuracy of understanding and affect the

learning progress; emotionally, the multi-modal

design style is unique and novel, which can enhance

the emotional interaction with learners, and also

evoke Enthusiasm and curiosity about learning

Ma, H.

Multimodal Reading and Writing Design Analysis of English Audiovisual Learning in The Context of The Digital Age and Its Utilization and Impact Research: Take the Little Red Book Platform

as an Example.

DOI: 10.5220/0013965300004912

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 1st International Conference on Innovative Education and Social Development (IESD 2025), pages 83-87

ISBN: 978-989-758-779-5

(Zhong et al., 2024). However, there is also a very

important problem in the multi-modal resource

teaching mode. The multi-modal teaching resources

of Little Red Book are redundant. This digital

medium has bait-type point method, "title party" and

other information. Although there are community

conventions that restrict certain titles on the Little

Red Book platform, it also guides users to abide by

and persist. However, it also ignores the "title party"

notes of users who do not comply with the convention

and call themselves "title party" in the comment

section. Little Red Book still needs to strictly manage

such events (Liu & Mao, 2024). Secondly, most of the

learning resources are simple content. There is no

professional word book, no in-depth academic

research, and it cannot cover all the content of English

visual learning. In the face of many existing

problems, some learners can transform the new media

into their learning and entertainment tools in a "tame"

way to avoid the negative impact of the new media

(Li & Gou, 2023).

Based on the information age, this article aims to

study the utilization and impact of the design of

multimodal resources on English visual and visual

learning in the digital media "Little Red Book". This

article will be based on the advantages, disadvantages

and effects of reading and writing design analysis of

multimodal learning resources, so as to distinguish

what kind of multimodal learning resources are

available and referenced by more learners. So that

multi-modal teaching resources can better become a

resource utilization platform for visual learning and

better serve learners.

This article first analyzes the learning trend in the

current information age and how students use digital

media to learn. Secondly, I wrote about the

application of multi-modal resources in learning,

which is a very important point. Multi-modal

resources have a wide range of applications in

learning, which can provide video, pictures, text,

audio and other resources. Page layout and reading

and writing design are also very convenient for

students to learn. Finally, the impact of learning in the

digital age on learners is studied, which is the closest

point to reality.

2 RESEARCH METHODS

This paper selects the method of qualitative research,

and uses case analysis and interview methods to

analyze the multi-modal reading and writing design

of multi-modal English visual and speaking learning

in the context of the information age and its utilization

and impact research - taking Little Red Book as an

example for analysis and research.

2.1 Sample Selection

Little Red Book APP is a digital medium covering

many resources. It is a lifestyle platform and

consumption decision-making entrance for young

people. It is also the birthplace of an important life

trend for young people, attracting a wide range of

users. At present, Little Red Book has more than 200

million users and continues to grow. Little Red Book

is chosen because of information sharing. Information

publicity has achieved the effect of pure green in the

APP. Both the exporter and the input of information

resources can conveniently obtain the information

they need.

2.2 Interview Method

A total of 6 students were interviewed for about an

hour. In order to protect the personal information of

the respondents, the real name will be changed to

letters. The gender, study experience, school and

grade of the selected students are all different, (see

Table 1 for the student's background).

Before starting the interview, the author made an

interview outline, which roughly includes the

following 7 questions. (See Table 2)

Table 1: Interviewee Information Table.

Student Sex Grade School Major

A Girl Senior Two Kunming No.1 Middle School Physical and chemical life

B Bo

Junio

Kunmin

Universit

of Science and Technolo

lish

C Girl Junio

Kunmin

Universit

of Science and Technolo

Thai

D Girl Junio

Kunming University of Science and Technolog

English

E Girl Sophomore Kunming University of Science and Technolog

International Trade

F Boy Senior Kunming University of Science and Technolog

English

IESD 2025 - International Conference on Innovative Education and Social Development

Table 2: Interview Outline Table.

Number Questions

1 Do you think you use Little Red Book

fre

uentl

in the learnin

rocess? Wh

2 How do you use the Little Red Book APP?

3 What kind of English visual and visual

learning knowledge do you often use Little

Red Book to search for?

4 How do the multimodal learning resources in

Xiaohon

Book affect

our current learnin

5 Do you think the multimodal English visual

and visual learning resources in Xiaohong's

ook are highly available? Why?

6 Do you think we can fully absorb the learning

resources in the Little Red Book?

7 What do you think are the advantages and

disadvantages of using digital media to assist

learning?

3 INTERVIEW RESULTS

3.1 Features of Little Red Book APP

3.1.1 Little Red Book APP Has a Variety of

Multimodal Learning Resources

E-learning has become an increasingly important

learning and teaching mode, and is also an efficient

and effective way of learning. The development of e-

learning emphasizes the necessity of communication

and interaction (Gros & García, 2023). Multimodal

learning can bring learners a better learning

experience and gain a sense of immersion; it also

enables learners to participate in learning with a

positive attitude and improve their learning attitude;

learners can carry out multimodal input and output in

it, generating positive emotional feedback (Hu &

Feng, 2024). Little Red Book helps students majoring

in English to find suitable practice methods and

resources for themselves, clearly practice the correct

steps of listening and speaking, and use multi-modal

design to improve learning efficiency. When learners

can't find the resources to practice English listening

and speaking, they can search for "English Speaking

Practice" and "English Listening Practice" in the

search bar of Little Red Book APP. Its search results

are as follows: categories include comprehensive,

material, app, dialogue, follow-up reading, italic,

American, fun dubbing, short Articles, topics, videos.

These are comprehensive categories, and learners can

choose according to their personal needs; there are

also videos covering the original text, dubbing and

video animation; daily shadow reading, shadowing;

ten minutes of practicing into authentic spoken

English videos every day; there are also oral

resources of line books + video + audio; there are also

all-English and American Vlog; there are also audio-

visual courses for foreign teachers (video format);

adhere to morning reading (graphic and text format).

These resources all exist in the Little Red Book APP.

The above-mentioned types of multi-modal learning

resources show in detail the greatness of digital

media, and even fill in the missing learning flexibility

in the learning textbooks. The integration of learners

and multimodal learning resources can better predict

learning outcomes and help learners explain complex

learning processes (Cukurova, Giannakos, &

Martinez, 2020)

3.1.2 Little Red Book Has a Strong and

Convenient Fast Retrieval Ability

The Little Red Book APP can help solve the detailed

knowledge that is not easy to understand in English

textbooks and official learning websites. At the same

time, it also solves the problem that learners who

learn English according to different purposes can

quickly understand the direction of knowledge

search. When learners encounter knowledge they

don't understand, they can search for keyword bars on

the Little Red Book APP. For example, if they don't

understand English and American accents, there will

be bloggers of American accents and English accents

to help learners distinguish the search results; there

will also be different types of videos, pictures and

texts to assist in explanation, and can help quickly

Understand. When learners prepare for IELTS and

TOEFL, they enter the Little Red Book APP to search

for "English IELTS Listening" and "English IELTS

Speaking Practice", and the following results will

appear: Himalayan English Listening Materials,

China Daily English News, 8,000 English Speaking

Sentences, BBC Wear English, World Celebrity

English Literature speech, TED, IELTS listening

APP, IELTS speaking APP; TOEFL listening 10 sets

(audio + questions + listening text), TOEFL must

listen · blog, TOEFL home test, etc. In terms of search

engines, Little Red Book presents the characteristics

of content richness and content depth; secondly, it

also strengthens the emotional resonance with users

and improves the interest; search engineization is a

new media phenomenon, which provides

convenience for users of the Little Red Book platform

(Yan, 2024). The Little Red Book APP can provide

learners with a wide range of learning resources and

learning points. Using the multi-modal resources in

the Little Red Book APP, it can solve learners'

Multimodal Reading and Writing Design Analysis of English Audiovisual Learning in The Context of The Digital Age and Its Utilization

and Impact Research: Take the Little Red Book Platform as an Example

learning problems or help learners get out of learning

difficulties.

3.2 Interview Results

3.2.1 Use in The Scene

Through the interview, it was found that learners

generally use the Little Red Book APP when they

don't know English sentence patterns and words,

because there are incisive answers in the Little Red

Book platform, as student E said:

"I think it makes my English learning more

convenient. There are sentence patterns that I don't

understand, the sentence composition is not clear, and

the words will be searched by the Little Red Book

APP. The content given is very useful. As the main

subject of English in high school, Little Red Book

APP has built a good platform for our English

learning, given us learning methods, and even helped

students with a very simple teaching method to

facilitate memory, which not only relaxes the body

and mind, but also gains knowledge." (Student E)

Through the interview, it was found that college

students usually use the Little Red Book APP in the

scenario of writing speeches and making PPTs.

Because there are many ready-made resources on the

Little Red Book platform, as student D said:

"There are too many multi-modal learning

resources in the Little Red Book APP. As a college

student, I think it is very convenient. When writing a

speech, the Little Red Book APP has a lot of phrases

and examples for us to make convenient use. When

the teacher asks for a PPT presentation, the Little Red

Book will provide a lot of templates, themes, and

even Some classmates will buy ready-made books in

Little Red Book. Whether it is the multi-modal

learning resources or commercial learning materials

covered by the Little Red Book APP, they all make it

convenient for college students to learn, but also

make people lazy." (Student D)

3.2.2 Impact

Through the interview, it was found that some people

think that using the Little Red Book APP for learning

also has limitations and negative effects. As student

C said:

"I heard that the Little Red Book APP is very

popular before. After trying it myself, I think that

although the Little Red Book covers a wide range of

content, it does not cover a lot of advanced

knowledge taught by the professor, and some of it can

only be learned well. Therefore, the Little Red Book

APP only has an auxiliary role in some of my

superficial learning content, and it does not have a

comprehensive positive impact. (Student C)

Through the interview, it was found that some

people feel that using the Little Red Book APP to

learn can have a beneficial impact. As student F said:

"I have been using Little Red Book since my

sophomore year. Personally, I think Little Red Book

is a very good resource sharing platform. In terms of

learning, it is also enough for a college student in

humanities and social sciences. Two years of use have

taught me a lot of knowledge, and also made me

depend on it, which has a very good impact on my

study, even Review materials and examples of past

papers make my study very convenient. (Student F)

3.2.3 Frequency of Use

Through interviews, it was found that some people

only sometimes use the Little Red Book APP to learn,

and they use it less frequently. As student A said:

"After I go home after a day's class, I sometimes

use the Little Red Book APP to search for the types

of questions I don't understand. There are posts in

Little Red Book that will teach me how to do

questions. There are also different problem-solving

methods in the comment area, so that I can have a

reference when doing questions. But I found that part

of it was right and part of it was wrong, which was

the opposite of the order taught by the teacher. I

adopted the method taught by the teacher." (Student

Through interviews, it is found that some people

always use the Little Red Book APP to learn, and the

frequency of using it is very high. As student B said:

"I will enter Little Red Book from time to time

during class, because I feel that my study is

inseparable from Little Red Book. Many learning

resources, listening audio, and word induction are

ready-made. Not only that, but when doing

homework, I will also use the little red boo

k to

collect some necessary content. (Student B)

4 DISCUSSION

The survey shows that the Little Red Book APP is

very popular when students study, and students at all

stages are using it. However, the multimodal learning

resources in the Little Red Book APP have not been

applied to the extreme. The main reason is that the

mechanism of the Little Red Book itself sends 3,000

yuan, and any learning content will be pushed wildly

when it hits the same search content, among which

IESD 2025 - International Conference on Innovative Education and Social Development

there is no book basis and no official verification;

secondly, the students have different levels and

narrow knowledge. In the face of the Little Red Book

APP, there are many colors and interesting Learning

resources will inevitably be untenable, which

eventually leads students to blindly use the useless

knowledge points and mistakenly pointing students to

the wrong side. In fact, more feedback is a good

review of the Little Red Book APP. Students all

understand and love to use this software. On the

contrary, there are also many shortcomings. This

article believes that both the exporter and the input

side should take necessary measures, and should be

refined according to the actual situation.

5 CONCLUSION

This research aims to analyze how students who use

the Little Red Book APP for academic improvement

can effectively extract multi-modal learning

resources that are beneficial to themselves, and

analyze the reading and writing mode and impact of

multi-modal English visual learning resources on

students. Multimodal learning resources are an

important topic in the information age. However, at

present, there are few studies on multimodal learning

resources, and the impact of multimodal learning

resources on the visual and visual of learning English

at various stages has not been fully explained. In view

of this, this article focuses on the research of multi-

modal English visual-visual learning resources,

provides a new perspective and a new framework for

multi-modal resource research, and investigates the

feelings and usage patterns of some students. Looking

to the future, we can conduct in-depth research on

multi-modal resources targeted by multiple types and

disciplines, supplement the shortcomings of the

current research on multimodal learning resources,

and also compare the similarities and differences

between the views of users and non-users learned by

Little Red Book APP.

For the extraction of multi-modal English visual

and visual learning, this article solves some of the

problems that can correctly extract learning

resources; but at the same time, there are also certain

limitations in this study, such as the fact that the

number of interviewees in this article is too small,

only six people, and the identity of the interviewee is

limited, which cannot represent all people; in the

future The study will expand the sample size and the

scope of the sample to solve this problem.

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Multimodal Reading and Writing Design Analysis of English Audiovisual Learning in The Context of The Digital Age and Its Utilization

and Impact Research: Take the Little Red Book Platform as an Example