This is no denying the fact that the present age is an age of multimodal literacy. In this age of multimodal literacy, responsible teaching and learning require exploring data beyond verbal material. Therefore, responsible teaching calls for responsible learning more than ever as the availability of knowledge is not limited to verbal texts only. This paper explores the use of social semiotic theory, Halliday's theory, and Kress and Van Leeuven’s theory of multimodality in understanding and teaching multimodal English language texts such as ads. The selected ads are taken from YouTube. Pictorial illustrations, Audio, Writing, Music, Movement, Gestures, Facial expressions, and Colors are taken as multimodal resources to explore the data. The study demonstrates that social semiotic theory can provide insights into the complex meanings of multimodal texts and facilitate English language learning for non-native speakers. This functional approach to language teaching in multimodal literacy highlights the potential of Computer Assisted Language Learning (CALL) to support learners in navigating various forms of data in language acquisition.