The persistent decline in English language proficiency among Indian undergraduate students has raised serious concerns about the effectiveness of current teaching practices. One major issue is the confusion between teaching literature and teaching language skills, resulting in poor student outcomes, especially among slow learners. This study investigates the impact of multimedia-assisted remedial instruction on the retention, comprehension, and performance of slow learners in English at the college level. A pre-test and post-test design was employed, involving students from various colleges in Bangalore. The learners were exposed to a specially designed audio-visual teaching module, and the results demonstrated significant improvement across all measured parameters — statistical data retention (50%), terminological understanding (39.5%), and comprehension of meanings and spellings (34.1%). The findings strongly support the integration of innovative, learner-centric approaches such as multimedia instruction to address the diverse needs of English language learners. The study concludes that a well-structured, motivational, and technology-enhanced learning environment can substantially bridge the performance gap for slow learners and make English learning more accessible and effective.