Multimodal learning refers to teaching strategies that involve multiple sensory systems simultaneously. Teachers can create materials for students with different learning styles (auditory, visual, kinesthetic reading, and writing). Multimodal learning keeps students engaged, encourages them to apply what they learn in real-life situations, provides more variety, and develops learner autonomy. This study proposes a model for developing listening, speaking, reading, writing, vocabulary and grammar skills in EFL using multimodal language learning activities such as task-based, project-based, problem-solving questions, debates, and student-created podcasts and digital stories. The students can look for videos or photos related to a current global event, summarize the content, write a short paragraph about it, or post their reactions in a class blog. To develop listening and speaking skills, the students may engage in role-playing, dramatization, inviting a guest to class, conducting interviews and giving an oral presentation about a topic. To develop students' vocabulary knowledge, vocabulary flashcards, game-based mobile apps, concordance-based glosses, online dictionaries, picture viewing and picture drawing on tablets, e-portfolios, teaching idioms via multimedia annotations and graphic novels can be used. Technologies such as Vicaroo, Kahoot, Slido and Padlet can be integrated. Multimodal learning tasks can be performed individually, in pairs or in small groups, interactively or collaboratively, synchronously or asynchronously. To engage, motivate and encourage student-student and student-instructor interaction, WhatsApp, ConnectYard, creating a community of inquiry, learning partnership, collaborative writing exchange projects, social interaction, and integrating text-chat and webcam can be used. Further multimodal activities and examples will be given.