This study investigated the measurement of change in English language proficiency levels of pre-service and in-service teachers enrolled in a public university in Malaysia. Path analysis was used to measure change on three occasions by examining the effects of student characteristics, learning needs and multimodal technology on proficiency levels. An English Proficiency Test was used as the outcome variable. The results indicated that two direct factors influenced this change, namely, the Malaysian University English Test (MUET) and Multimodal and Language Proficiency. On the third occasion of this study, learning needs and students' State of origin reflected a mediated effect on the English Proficiency Test through Multimodal and Language Proficiency. The findings also indicated that students' learning needs indirectly influenced their English language proficiency test scores on the third occasion. This study confirms that the greater use of the procedures of Multimodal and Language Proficiency facilitated the development of English language proficiency. (Contains 5 figures.)