The Utilization of Multimodal Digital Resources in University

Students’ English Cultural Learning: Processes, Strategies, and

Outcomes: A Case Study of Yixue Platform

Yuxing Wang

School of Foreign Languages, Quanzhou Normal University, Quanzhou, Fujian, 362000, China

Keywords: Multimodal, Digital Resources, Cross-Cultural Learning.

Abstract: With the acceleration of globalization, English, as an international lingua franca, has seen the importance of

English cultural learning become increasingly prominent. This paper aims to explore the current status and

effectiveness of college students utilizing multimodal digital resources for English cultural learning. The fo-

cus is on the application scenarios of multimodal learning strategies in English cultural learning. However,

questions remain regarding whether multimodal learning truly enhances college students' English cultural

literacy, as well as the actual processes, strategies, and outcomes of utilizing multimodal digital resources.

Through academic performance analysis and interviews, this study examines whether the use of multimodal

digital resources by college students’ aids in English cultural learning and the specific effectiveness of cross-

cultural business communication learning. Overall, multimodal platforms provide a new approach to English

cultural learning for college students, warranting further exploration.

1 INTRODUCTION

The utilization of multimodal digital resources in

college students’ English learning is becoming

increasingly widespread. As international cultural

exchanges continue to expand, the importance of

college students learning cross-cultural business

communication has become more evident. Firstly, it

fosters trust and integration between different

cultures. Cross-cultural communication enables

different ethnic groups to seek common ground while

respecting differences, enhancing their understanding

of other cultures based on a deeper comprehension of

their own, and promoting mutual tolerance for

cultural disparities. Secondly, it facilitates

interactions among people from diverse cultural

backgrounds, helping to eliminate prejudices and

misunderstandings. Exploring cultural significance is

a key objective in cultivating the cross-cultural

communication skills of the younger generation. In

the current era of promoting the construction of a

community with a shared future for mankind, actively

advancing cross-cultural exchanges holds significant

practical importance. Regarding learning models,

some students embrace traditional teaching methods,

while others utilize multimodal digital platforms for

their studies. Cross-cultural critical thinking skills are

essential competencies for high-quality talent today,

and independent learning is also a key ability that the

nation aims to cultivate in students.

In view of the lack of research on the effectiveness

of the use of multimodal digital resources on specific

platforms, the author will take the Yixue platform as

an example, and observe the effectiveness of the

students’ learning through the analysis of the learning

situation. The author will explore the real process,

strategy and success of using multimodal digital

resources. These issues are very meaningful for

intercultural communication learning.

This study investigates and analyses the

effectiveness of a multimodal digital platform for

learning intercultural communication based on a

multimodal teaching model of university English for

intercultural critical thinking skills development. An

attempt is made to put the multimodal digital

platform, the effectiveness of university English

cultural learning concerns under the test of objective

data.

2 LITERATURE REVIEW

In the context of globalization, people from different

countries have increasingly frequent exchanges, and

Wang, Y.

The Utilization of Multimodal Digital Resources in University Students’ English Cultural Learning: Processes, Strategies, and Outcomes-A Case Study of Yixue Platform.

DOI: 10.5220/0013999700004912

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 479-484

ISBN: 978-989-758-779-5

479

different cultures collide, communicate and integrate

with each other. Strong intercultural communication

ability is the key to promoting smooth

communication among people of different countries

(Yuan, 2023). Whether it is to meet the challenges

facing human society or to achieve the development

goals of various countries, the “community of human

destiny” formed by countries and people cannot be

separated from cross-cultural communication. Cross-

cultural communication refers to the cultural

exchange and communication between people with

different cultural backgrounds, which is mainly

manifested as the cultural interaction and mutual

learning between the parties involved in the

exchange, and is the dialogue between the parties

involved in cultural exchange. Cross-cultural

communication has strongly promoted the friendly

relations and ethnic integration of various countries in

history, and it plays an important role today (Zhao,

2014).

The high speed of economic and technological

development and the continuous progress of modern

information technology directly determine that

intercultural communication will become a new

normal in the daily life and work of the general

public, and intercultural communication ability will

become a basic ability that every citizen should have

(Yu & Wang, 2022). Cultural differences might lead

to miscommunication, but they might also become a

competitive advantage for global companies (Luo,

2016). The notion of national culture includes many

diversified factors that shape people's behaviour,

lifestyle and attitudes (Lifintsev, Denys & Wellbrock,

Wanja, 2019). One of the key cultural elements in the

way that both individuals and companies operate is

communication. People communicate in varied ways

using different languages and carrying different

values and norms. (Bartosik-Purgat,

and Rakowska, 2025)

Moreover, as carriers of culture, in the process of

learning English knowledge and skills, English

learners will inevitably encounter the problem of how

to deal with the problem of learners’ identity with two

different cultures (Qin, 2024). University English

should actively carry out cross-cultural teaching and

deeply integrate language teaching with the

cultivation of cross-cultural communicative

competence (Yu & Wang, 2022). The cultural

differences between English and Chinese directly

affect the structure and application of the two

languages of English and Chinese, and may even

affect the future course of development (Yu & Wang,

2022). The specific components of intercultural

communicative competence are four parts:

knowledge, ability, attitude and literacy (Zhao, 2014).

The components of intercultural communicative

competence are interrelated, interpenetrating and

complementary (Liu, 2018). The traditional English

classroom learning model is constrained by space and

time, and also has certain limitations in cultivating

cross-cultural competencies (Guo, 2024). As network

technology becomes increasingly integrated into the

field of education, students are encountering new

developmental opportunities for fostering cross-

cultural critical thinking skills in English teaching

through multimodal teaching platforms. The

construction of a multimodal learning environment

serves as a crucial support and vehicle for achieving

the goal of cultivating students' cross-cultural critical

thinking abilities (Zhang, 2024). Moreover, this

composite classroom teaching model can fully

stimulate students' interest in learning, providing an

effective pathway for the cultivation of cross-cultural

critical thinking in English education (Guo, 2024).

After reading the literature, the author clarified the

importance of English cultural learning and the

importance of using multimodal digital platforms in

intercultural communicative learning. Cultivating

students’ intercultural communicative competence

needs to follow the pace of the times and use

multimodal learning knowledge integration to help

students recognise and understand the differences in

how people with different cultural backgrounds face

and deal with affairs (Wang, 2020). However, there is

unknown about how exactly the digital platform is

applied and its effectiveness.

3 RESEARCH METHODOLOGY

3.1 Research Step

This study takes the Yixue platform as an example.

Initially, interviews were conducted with students

before they used the platform. Subsequently, an

analysis of learning conditions was performed based

on the platform’s backend usage data. The data for

this study were derived from the exported backend

data of the Yixue platform, with the survey subjects

being junior students majoring in Business English (a

total of 98 students). Follow-up interviews were

conducted with the same students after they used the

platform to explore changes in their proficiency levels

and perspectives. Finally, the student’s final exam

results were used as a basis to observe the

effectiveness of the platform and the students’

learning outcomes.

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3.2 Interview Method

3.2.1 Interviewees

The interview subjects of this study consisted of six

individuals, including one academic representative

and one class officer from the junior year Business

English major, as well as four other students (two

females and two males). All interviewees were

informed and consented to participate.

3.2.2 Interview Content

The content of the interviews was adapted

specifically for this cross-cultural training platform.

Compared to other analytical methods, face-to-face

interviews provide a more in-depth understanding of

the changes observed among the students. The

interview questions primarily focused on the students'

comprehension of cross-cultural communication

knowledge and their perceptions and awareness of

English culture.

The interviews were conducted in two phases: the

first round took place on September 1, 2024, prior to

the use of the platform, and the second round was

conducted on December 5, 2024, after the platform

had been utilized. The interview outlines are

presented in Table 1.

Table 1: Interview outline.

Interview outline 1 (before

using the platform)

Interview outline 2 (after

use of the platform)

Do you like English

intercultural communication

learnin

? Wh

1.Do you like the Yixue

platform? (If so, which part

refer?

)

How much do you know

about the cultural

knowledge of China and

other countries through your

revious studies?

2.After a semester of study,

how do you now see the

position of culture in

English learning?

How do you usually learn

about the cultures of

different countries?

3.Do you think your

intercultural learning has

changed compared to

efore?

Do you know anything

about communication

strategies or communication

skills?

4.How much have you

increased your knowledge

of the cultures of China and

English-speaking countries?

5. Are you willing to

communicate with members

of other cultures?

5. What do you know about

communication strategies or

skills, and can you give

ecific exam

les?

6. Are you willing to

communicate with members

of a different culture?

3.2.3 Interview Process

Interviews were approximately 10-15 minutes in

length and were conducted by the interviewer who

recorded the students’ interview responses directly on

the computer. Interviewee numbers were taken from

the student’s initials to avoid duplication, e.g.,

Student T.

4 RESULT

4.1 Results of The First Interview

(2024-9-1)

Before being introduced to the Yixue platform, 50%

of the respondents did not have a particularly in-depth

understanding or interest in cross-cultural

communication. The main reasons cited were a lack

of exposure or the perception that it was not

particularly helpful in daily life. The other 50% of

respondents, however, expressed an interest in and

attention to cross-cultural communication. Below are

some of the responses from the interviewees.

“I don’t really like it, and I haven't learned much

about it.” (Student L)

“It’s okay, but I feel like it's rarely useful in my

real life.” (Student T)

“I like it, it’s much more interesting than the other

contents.” (Student W)

“I really enjoy learning about cross-cultural

communication in English. As an English major, I

realize that cross-cultural communication skills are

crucial for my future career. It not only improves my

practical use of English but also helps me better

understand and adapt to international environments.”

(Student Z)

Before being introduced to the Yixue platform,

when asked about how students usually learn about or

explore the cultures of different countries, most

respondents cited movies or short video platforms as

their primary sources. Below are some of the

responses from the interviewees.

“Browse-watch videos.” (Student W)

“Watch TV shows, films, documentaries.”

(Student G)

“I don’t pay much attention to it usually. I guess,

maybe I’ll learn a little bit about it on online

platforms.” (Student N)

“I usually learn about different cultures through

English courses, reading English original works,

watching English movies and documentaries, and

participating in cultural exchange activities organized

by the school.” (Student Z)

The Utilization of Multimodal Digital Resources in University Students’ English Cultural Learning: Processes, Strategies, and Outcomes-A

Case Study of Yixue Platform

481

66.7% of the respondents also said they knew less

about communication skills.

4.2 Backend Student Data Statistics of

the Yixue Platform

Table 2: Statistics on platform learning hours of Business

English students.

Statistics of Business English Students’ Platform

Learnin

Hours

Statistical time: 2024-11-17 20:19

Learning

Duration

Maximum

Study

Duration

Minimum

Study

Duration

Average

Study

Duration

99: 59: 59 0: 00: 00 9: 51: 37

As shown in Table 2, as of November 17, 2024, there

is a significant disparity in the learning durations

among the 98 students majoring in Business English.

In terms of chapter tests, the score distribution for the

section on understanding cultural differences is as

follows: basic concepts (10%), cultural patterns

(40%), verbal communication (25%), and non-verbal

communication (25%). The highest total score is

100.0, the lowest score is 0.0, and the average score

is 56.83. Among these, the mastery of basic concepts

is the best, with an average score of 71.27, while non-

verbal communication is the lowest, with an average

score of 53.00.

4.3 Results of the Second Interview

(2024-12-5)

During the second round of interviews, the students’

perspectives on the platform revealed that the

majority were particularly drawn to the engaging

aspects, with their primary interests lying in the case

analysis and video sections. Some of the

interviewees’ responses are as follows:

“I really like the platform, especially the

interactive learning experience and the rich case

studies it provides, which have greatly enriched my

knowledge of intercultural communication.” (Student

“It’s okay, more interested in the video part of the

case studies.” (Student L)

“It’s not bad, I like the video part more, I can

understand it intuitively.” (Student N)

In terms of awareness, regarding how students

now perceive the role of culture in English learning,

they have gradually come to recognize the

significance of cross-cultural learning. Partial

responses to this question are as follows:

“After this period of study, I have become more

aware of the importance of culture in English

learning. Culture is not only the carrier of language,

but also the key to understanding the deeper meaning

of language.” (Student Z)

“I think the relationship between culture and the

learning of English is complementary.” (Student L)

“It feels important. Listening, speaking, reading

and writing are the basics, and culture is what is really

important in communicating with other people.”

(Student N)

Moreover, most respondents believe that their

understanding of Chinese and English-speaking

countries’ cultural knowledge has improved. Some

respondents can even provide examples related to

communication strategies or skills.

“Yes, for example, in France, ‘OK’ means zero,

and in Bulgaria, nodding means refusal, while

shaking the head means agreement.” (Student G)

“Yes, I have learned that in Iran, giving a thumbs-

up means ‘screw you,’ which is a negative gesture; in

Australia, it also represents a rude gesture.”(Student T)

The analysis of the respondents’ answers confirms

the effectiveness of using the Yixue platform for

intercultural business communication learning, as

well as the fact that the use of multimodal digital

resources by university students contributes to the

learning of English culture.

4.4 Final Exam Scores for Students in

“Cross-Cultural Business

Communication”

Table 3: Statistics on the distribution of final grades of

business English juniors in the Yixue platform exams.

Statistical time: 2024-12-11

A(90-100) B(80-90) C(70-80) D(60-70) Fail(0-60)

peo

prop

ortio

n(%)

peo

prop

ortio

n(%)

peo

prop

ortio

n(%)

peo

prop

ortio

n(%)

peo

prop

ortio

n(%)

8889.84 4.1 4 4.1 1 1.0 1 1.0

The data indicates that 89.8% of the students achieved

excellent grades (Grade A) in the final exam (Table

3). This demonstrates that the effectiveness of

learning cross-cultural content through the

multimodal Yixue platform is relatively significant.

The objective data confirms the reliability of the

respondents' answers. After a period of learning on

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the Yixue platform, the respondents’ understanding

and proficiency in English culture have improved.

5 DISCUSSION

The effectiveness of students using multimodal

platforms for cross-cultural business communication

learning can be attributed to the following reasons:

First, the Yixue platform presents information

through multimodal formats such as audio and video,

engaging multiple senses of the students, thereby

enhancing comprehension and retention. Second, the

platform integrates cultural content from various

English-speaking countries (e.g., the United States,

the United Kingdom, Australia, and 16 others),

including members of the G20, BRICS, and the Asian

Infrastructure Investment Bank. This helps students

understand cultural differences across regions,

broadens their cultural horizons, and strengthens their

cross-cultural communication skills. Third, the

chapter tests on the platform provide instant

feedback, enabling students to correct mistakes

promptly, practice repeatedly, and consolidate their

learning outcomes. Fourth, the platform offers a

wealth of learning resources, such as case studies,

helping students understand cross-cultural business

communication from multiple perspectives. Fifth,

multimodal digital resources can be accessed anytime

and anywhere, offering high flexibility. This learning

approach is particularly suitable for university

students to engage in self-directed learning and

cultural exploration during their spare time. Sixth, the

platform provides a extensive of resources that offer

multifaceted insights into cross-cultural

communication. Seventh, the multimodal learning

platform utilizes data analysis to track students’

learning progress and performance, helping both

students and teachers identify weak areas. This

facilitates the optimization of learning paths and

improves learning outcomes.

6 CONCLUSION

This paper examines students ‘questions about

whether multimodal learning contributes to the

enhancement of college students’ English cultural

literacy, as well as the real processes, strategies and

effectiveness of the use of multimodal digital

resources, by means of interviews combined with the

analysis of objective data and learning situations. The

study found that the effectiveness of intercultural

business communication learning and the use of

multimodal digital resources by university students

contributed to English cultural learning. Students

increased cultural awareness about English. Culture

is an inseparable part of language, and language, as a

carrier of culture, has rich cultural connotations. The

future trend shows that the development trajectory of

cross-cultural business communication is shifting

from merely addressing language barriers to

comprehensively focusing on cultural differences,

and from theoretical research to practical application.

The multimodal digital platform not only enhances

language proficiency, but also helps students to

deeply understand the cultural connotations of

English-speaking countries, enhances cross-cultural

communication skills, and lays a solid foundation for

future academic and professional development.

Therefore, it is suggested that college students can

learn English culture and cross-cultural business

communication by using multimodal digital

resources.

However, this study also possesses certain

limitations, such as an insufficient sample size of

respondents and a strong regional focus, which

preclude the inclusion of all university students

utilizing multimodal digital resources for learning

English culture. It is hoped that future research will

expand the number of interviewees and cover a

broader range of regions. Additionally, aspects such

as the lack of authentic scenario simulation

experiences on the Yixue platform could be

incorporated in the future to facilitate a deeper

understanding of the cultural nuances of English-

speaking countries and enhance practical operational

skills.

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