Integration of Multimodal Discourse Analysis into College English Online Teaching: Identity Authentication Technology to Strengthen Network Security Protection Strategies

Abstract

This article analyses the implementation of a multimodal discourse analysis approach blended with an identity verification technique to university-level English teaching in cyberspace. It attempts to resolve the educational quality and security issues. The study uses a convergent mixed paradigm approach to quantitatively and qualitatively assess the results of the secure multimodal teaching methodologies. The study reveals that higher learning institutions possess sophisticated secure multimodal teaching methodologies which in combination with advanced authentication technologies significantly improve educational outcomes and security metrics. Most notably, the findings illustrate that course completion rates improved by 17%, average scores increased by 7 points and security incidents were reduced by 87.5%. The behavioural biometric system and multi-factor authentication have made it possible to achieve 99% accuracy in identification and authentication without sacrificing user satisfaction. This study expands both the scope of theory and practice of secure online education by developing a novel framework that integrates robust security features with pedagogical practices. Users were more than 90% satisfied with the forty features, demonstrating that security measures do not adversely affect the education environment. Educators and other stakeholders who intend to adopt multimodal teaching techniques within secure online teaching environments are the primary beneficiaries of this research while at the same time outlining some aspects of securing pedagogical innovation.