In the context of English reading teaching reform, this study empirically explores the promotion effect of diversified learning styles on comprehensive language proficiency by constructing a comprehensive language proficiency evaluation system for students with four primary indicators and 31 secondary indicators, and by combining the entropy value correction G1 method, the object-element topologically tractable model, and step-bystep multiple regression analysis. The entropy correction G1 method based on the assignment of 20 experts shows that learning ability (weight 0.4552) > language ability (0.2261) > thinking quality (0.2044) > cultural awareness (0.1143). Among the core secondary indicators, C6 Phono-grammatical Knowledge (combined weight 0.0609), C4 Communicative Strategies (0.0497) and C13 Active Learning Approach (0.0475) ranked in the top three, indicating that the language foundation and learning strategies are the key competence pillars. The evaluation of the Object Meta-Topological Model for the class applying diversified learning styles found that 87% of the secondary indicators reached the “excellent” level, of which the correlation of the N1 level of Language Awareness, Lifelong Learning Ability, and Spirit of Science was >1.0. The eigenvalue of the variable of the overall comprehensive language proficiency level of the class was e*=1.716 (excellent) and the learning ability dimension had the best correlation. And the correlation of learning ability dimension is optimal (e*=1.737), which confirms that diversified learning significantly enhances independent inquiry and strategy application ability. Regression analysis showed that the types of diversified learning styles were significantly and positively correlated with English proficiency (r=0.513, p<0.001). In the stepwise regression model, its standardized coefficient β=0.187, second only to self-efficacy (β=0.254) in terms of contribution, jointly explained 25.4% of the variance in English proficiency.
