Analysis on the Promotion of Classroom Atmosphere in Multimodal English Teaching Based on Human-Computer Interaction

In recent years, multimodal approaches to English Teaching (ET) take into account well not the distinct capabilities of text, speech, and visuals and how these modalities may be combined to provide engaging and instructional material for students. The lack of language, articulation issues, lack of enthusiasm, and usage or interference of the mother language are cited as the most significant difficulties students face while learning English. The Classroom Atmosphere (CA) plays a crucial role in facilitating the education system by fostering a sense of trust and fellowship between the instructor and students, increasing students' performance, and reducing disruptive behaviours. Human-Computer Interaction (HCI) aims to enhance the efficiency and satisfaction of users in their interactions with computerized systems integration. This is accomplished by improving the HCI interface given knowledge about the tasks and organizational contexts in which HCI is performed. This paper proposes an HCI-assisted Multimodal English Teaching (HCI-MMET) to promote the classroom atmosphere. Classrooms with a great atmosphere are more conducive to learning. This method helps with high expectations, promoting student participation, making the classroom physically attractive, including parents, and ability to motivate and performance feedback are all ways to establish a healthy classroom atmosphere. The multimodal approach should be used in the classroom for instructing students in a foreign language. Problem-solving and creative thinking are at the basis of HCI, where learners gain the ability to analyze a system, pinpoint problem areas, and provide solutions. Hence the proposed method HCI-MMET gives the outcomes of Classroom interaction and efficiency-83%, Student performance based on a positive atmosphere-75%, Teacher's interest in classroom settings-81%, Student motivation in the multimodal classroom-79%, Development of peer support-86% comparing to the existing methods.