<![CDATA[Purpose: This study examines how multimodal meaning-making in digital multilingual environments supports language learning, with particular attention to vocabulary, grammar, speaking development, learner engagement, and challenges encountered during digital learning. Subjects and Methods: A mixed-methods design was employed involving 120 university students, comprising 60 students in an experimental group and 60 in a control group. Participants were intermediate-level learners of English, Spanish, and Mandarin from diverse linguistic backgrounds. The experimental group engaged with video lessons, subtitles, visual aids, interactive games, digital storytelling, and speaking simulations, whereas the control group received traditional instruction. Quantitative data were obtained through pre-test and post-test assessments, while qualitative evidence was collected through surveys, interviews, focus groups, and classroom observations and analyzed thematically using NVivo. Results: Descriptive findings showed greater improvements in the experimental group across vocabulary, grammar, and speaking than in the control group. Qualitative findings indicated that audiovisual input, visual support, repeated practice, interactive dialogue, feedback, and low-pressure speaking simulations enhanced contextual understanding and learner confidence. However, platform navigation difficulties, cognitive overload, distraction, and unfamiliar cultural references constrained learning experiences. Conclusions: Multimodal learning offers a promising approach to multilingual language education when digital resources are systematically structured, pedagogically integrated, and culturally contextualized. The findings support a conditional rather than inherently beneficial view of multimodal learning and highlight the need for stronger experimental and longitudinal research.]]>
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