This study explores the integration of multiple sign systems within the English as a Foreign Language (EFL) reading curriculum for undergraduates in Taiwan, addressing varied learning styles that are often overlooked by conventional curricular methods. The purpose is to investigate how incorporating semiotics can enhance learning engagement and effectiveness by utilizing diverse sign systems such as art, music, and movement. Data were collected through student-created artifacts, self-reflection logs, and evaluations of learning processes from 57 freshmen participating in literature circles and sign-system activities in a university course. Analysis was conducted using Glaser and Strauss's Constant Comparative Method, identifying themes such as interactive teaching methods and diverse engagement strategies. The findings demonstrate that utilizing multiple sign systems enriches students' engagement and comprehension, suggesting the need for broader application of semiotics in education to cater to diverse learning preferences and enhance overall educational effectiveness.