This study explores how multimedia screencast technology can be applied to enhance the effectiveness of Mandarin tone instruction in a distance learning context. During the researcher's internship, all courses were transitioned to synchronous online teaching due to external circumstances. In practice, both teachers and students faced communication challenges—especially in correcting pronunciation errors—often relying on exaggerated gestures and guesswork in front of the computer screen.

　　To address these issues, the researcher proposed an instructional model featuring: (1) the integration of synchronous and asynchronous teaching methods; (2) the reinforcement of auditory and visual connections through multimedia screen capture technology; and (3) a replicable instructional template for future teachers. In this model, students first receive multimedia materials—texts, recordings, and videos—for asynchronous self-paced practice. After an internalization period, synchronous sessions employing screen capture tools are conducted, during which five rounds of discussions help reinforce tone comprehension and production. The aim is to enhance student input with both visual and auditory stimuli, making tone instruction in distance settings more concrete. Data were collected through learning logs, student questionnaires, and interviews, and analyzed qualitatively and quantitatively.

　　Results indicate that most students made flexible use of the materials during the asynchronous phase, engaging in personalized practice and review. However, many experienced anxiety during recording tasks, which negatively affected tone accuracy. In contrast, the synchronous sessions—featuring mouse annotations, tone diagrams, and real-time feedback—significantly improved learners’ self-awareness and pronunciation performance. Students responded positively to the traditional character and Pinyin versions of the instructional materials provided on the platform.
This study not only highlights the complementary benefits of synchronous and asynchronous modes but also affirms the feasibility and practical value of using multimedia screen capture technology in distance pronunciation instruction.