This study looks at how different ways of learning impact the performance of English as a Second Language (ESL) students who are in vocational programs following high school. The findings are greatly affected by how well these youngsters do in school. Some students from three separate vocational schools took part in the data collection, which used a variety of methods. Some of them were digital storytelling, vocabulary games, video conversations, and online tools that allowed people work together. This research employed a simple random sampling approach and a quantitative comparison design. Using many ways to learn benefited kids a lot with their reading, writing, listening, and speaking. Also, they became a lot better at speaking and writing in English, and they felt a lot more confident doing it. Researchers discovered that the students' intrinsic motivation was a major component since it impacted how they responded to multimodal activities, how interested they were in the material, and how much they participated in group assignments. All of these characteristics made it easier for the kids to acquire the language. Multimodal strategies perform better when students are interested in what they're learning. Statistically, this is evidenced by the fact that learner motivation was partially responsible for the relationship between these strategies and advances in English competency. Multimodal approaches provide students more than one way to learn, but they function best when students are interested in the material. The study's findings imply that employing multimodal learning in vocational English programs could suit the cognitive and emotional needs of students. The findings, which contribute to the area of education, illustrate how crucial it is to create learning environments that use more than one approach and take into consideration what motivates students in order to help them develop their English abilities in postsecondary vocational settings.