In this presentation, I integrate multimodal teaching within virtual reality (VR)-based English reading tasks to enhance vocabulary acquisition and reading comprehension among students at a five-year junior college in Taiwan. The research aims to address prevalent issues of low motivation in English reading by fostering increased learner engagement in English courses. Multimodal teaching, which incorporates various modes of information processing, such as text, audio, visual elements, and sensory input, serves to accommodate diverse learning styles and cognitive preferences. Participants comprise 100 students in two classes, categorized into high- and low-proficiency groups. To ensure equitable access to educational resources, both groups receive instruction through multimodal teaching and VR-enhanced English learning, with the implementation of the Know-Wonder-Learned (KWL) strategy. Research methodology includes assessments of vocabulary and reading proficiency, incorporating word recognition, meaning recognition, and reading comprehension tests, plus student-maintained reading logs for self-recorded vocabulary acquisition and reading reflections. The findings indicate significant improvements in vocabulary development and reading comprehension across both proficiency groups. It reveals increased intrinsic motivation in English reading, particularly among low-proficiency students, suggesting that multimodal and VR-assisted instruction can serve as effective pedagogical approaches for addressing challenges in second-language reading acquisition.