Multiimodality is the complicated combination of words, images, gestures and movements, sounds and speech. These can be combined andnted through a range of media (Bearne & Wolstencroft, 2007). Multimodality emphasizes the cultivation of learners’ multiliteracy capacity. With this teaching approach, the teacher could effectively make use of multiple modalities to gain, deliver and receive messages.

As an approach, it can provide concepts, methods or forms of communication to carry meanings. It is also an inter-disciplinary approach which involves the whole range of modes in which learners face in a variety of texts (words, images, and sounds in printed and electronic media and in face to face interaction); the combination of modes provides meaning in different forms (gesture, gaze, facial expression, movement, image, music, sound effects, and language). This approach has been receiving more and more attention and confirmation in recent years, both at home and abroad, and there are many research findings on multimodality teaching theory, practice, class design, as well as the application of combining multimodality and specific teaching of language, such as writing, reading, listening and so on. As a theory, it is concerned with many different modes of people's communication. This theory is in connection with technology tools and making multimedia software which prompts many modes of art, writing, music, dance and every-day interactions that people can utilize easily (Kress, 2009).

Multimodality is an approach that makes ideas, strategies or structures create "modes" or types of correspondence to convey meanings. Multimodality goes about as an exposure than a decision to present new technologies or methods of expounding information, and students would have the capacity to pick and utilize that learning.

Multimodality sorts can advance an inconclusive heading to manufacture inventories of arranging standards in informative competency specifically puts and times. Written messages in assorted types of modes would add to outline textual semiotic assets sorting out types of correspondence. Advanced education and innovation assume a pivotal part in listening to a few sorts of methodology to create skill (Walsh, 2010). This thought ought to be utilized as a part of the classroom for EFL students in their new dialect. This exploration was directed by a coherent procedure of controlling distinctive computerized methods of education to accomplish capability in four dialect aptitudes to encourage open fitness in the advanced workshop, and the specialist attempted to uniform the properties of multimodality in the territory of examination to demonstrate its modern perspective in informative skill not hypothetically but rather thoughtfully (Mayer, 2001).

Today, Multimodality ventures on communication with alternate points of view, assuming that language does not go about as the main part of the interaction. Individuals can impart not through language but rather through a scope of resources. Multimodality would make new research fields of techniques including visual research strategies, multimodal examination of visual and dynamic information, and blending of ethnographic and applied linguistics approaches. It can cover distinctive levels of education and even informal learning, and additionally media culture and public confrontation. This perception is viewed as a collection of intense education instruments to develop language ability with a great deal more profundity. It ought to be performed in the classroom, especially English as Foreign Language (EFL) classrooms create importance in learning a new language. Learners are assumed as fashioners to join procedures and assignments. They incorporate pictures, composed contents, sounds, music, animation and videos into their outline (Kress, 2009).

Multimodality types can help to build inventories of organizing principles in communication in different places and times. The textual semiotic resources organize forms of communication with utilizing written texts in different forms of modes. Digital literacy and technology represent some types of modality to create competence (Walsh, 2010).

The modality principle of multimedia learning (Mayer, 2001) suggests that students learn better when words in a multimedia message are presented as spoken text rather than printed text. Since the last 20 years, e-learning has become a modern teaching method in using information technology in the classrooms.

Recent developments in digital technologies have transformed the practices of language and communication, facilitating the creation of digital texts through multimodal composing (MC), which combines words, images, sound, and other modes, defined as “socially and culturally shaped resources for making meaning” (Bezemer & Kress, 2008). Multimodal composing (MC) can be “validly and productively used as an English language learning activity” and among many other benefits, embedding MC projects (e.g., digital videos) into the language curriculum can be “highly motivational” (Hafner, 2015).