Communicative multimedia is becoming a significant tool of improving metalinguistic knowledge (Lai, 2015, 2016). This research applied three basic examples of song, movie (Hung & Higginsb, 2015, 2016; King, 2002, 2010; Sanne, 1994, 2006; Tillmana, 1997, 2006) and game pedagogies (Tsai, 2017) for discussing cognitive consequences of Taiwanese university students. The relaxing methods of language learning by media applications (Kuurea, 2015, 2016) are associated with the theories of an affective domain. Lots of educators mention the affective domain and emotional factors have a substantial impact upon language learning. This mixed method research by qualitative and quantitative explorations was conducted for two years. Students' self-esteem, positive attitudes, and higher motivation were stimulated by the computer assisted language learning (CALL). The suggested pedagogies had raised students' language proficiencies, since learning motivation has been taken into considerations for holistic language abilities. Two hundreds and twenty-five college English learners at three schools were benefited from the vividly dynamic pedagogies. This study has implied the alternative devices and computer assisted language learning can contribute to language proficiency levels.