As a new teaching method, multi-interactive teaching has been more and more recognized by educators in this fast-growing information age due to its advantage of facilitating communication. However, more empirical studies still need to be done to investigate its effect. This study aims to investigate the impact of multi-interactive teaching method on college students’ English proficiency and their learning motivation through a quasi-experimental design. The Experimental Group (44 students) was taught using multi-interactive teaching approach while the Control Group (44 students) learned English in a conventional way over a span of 14 weeks. T-test was adopted to examine whether there was significant difference in English proficiency (listening, reading, writing, and translation) and their learning motivation between the two groups. The findings revealed that except writing, the Experimental Group obtained significantly higher scores than the Control Group. Hence, it is recommended that multi-interactive teaching be used as an effective method to promote students’ English proficiency and learning motivation in College English classes.