科技融入改變了EFL英語口說課程的教學方式。科技提供多模態學習（multimodal learning）環境，英語口說課程不只增強學習經驗、英語專業，且培養學生的多元跨領域素養，在後疫情時代提供教育現場多重教學選擇。本研究經由任務導向教學方法，探討學生對多模態學習的感受以及學習經驗。實驗對象為臺灣中部一所科技大學英語系二年級學生，研究資料主要來自於學生在現場的學習觀察，以及學生的文字回饋，將資料收集後進行質性分析，分類整理多模態學習對英語口語學習和自我學習策略的影響。研究結果顯示，在多模態學習環境，透過大量的分組任務學習活動中，學生認知自我學習歷程以及學習策略，語言學習方式的自我調整，而除了語言訊息吸收之外，任務學習引導且串聯所學的知識、技能和態度，體驗並深化合作學習所帶來的跨領域素養能力。

The pedagogical approach to speaking class for EFL students is changing since the integration of technology. Technology, by offering a multimodal learning environment, is one of the ways to enhance and maximize students’ learning experience and their multiple competencies. This study aims to explore students’ perception and develop their learning strategies of multimodal learning. By employing a task-based approach, an English conversation course combined multimodal learning which can change the approach to learning English, engage students in learning, and help students cultivate multiple literacies. The students’ feedback was transcribed as the qualitative analysis, concerning about what they learned in language skills, and their reflection in overcoming difficulties in technical problems and disagreement with their team partners. The results found that students not only were meta-cognitively aware of the improvement in English proficiency but also cultivated their multimodal competencies including self-learning regulation, techno-literacy and empathic collaboration. This study also indicated implications for language instructors and learners.