In an age where technology has become an integral part of our daily lives, it is imperative to explore its effect on education, especially among young learners for whom the acquisition of foundational skills is of paramount importance. The purpose of this thesis is to look into the multifaceted world of multimedia tools and their effects on the critical domains of early childhood education - CVC (Consonant-Vowel-Consonant) reading performance and the development of interest and enthusiasm in phonics. Specifically, this research focused on K1 (Kindergarten Year 1) students who are non-native English speakers, for whom English serves as a secondary language (ESL). The grounded belief that the integration of multimedia tools into the ESL classroom can offer unique and dynamic opportunities to engage young learners, harnessing their innate curiosity and adaptability to new technologies was the basis of this study. The researcher sought to investigate whether or not the use of multimedia tools could bridge the gap between traditional pedagogical methods and the evolving needs of digital native learners; and whether or not, the utilization of multimedia tools could truly make a statistical difference among the young learners in increasing their enthusiasm and interest in studying phonics.