the effects of multimedia glosses on efl learners’ listening comprehension and incidental vocabulary learning

This study explored the impacts of multimedia glosses on listening comprehension and incidental vocabulary learning. to this end, sixty-three iranian efl learners studying in an institute were selected from ninety-one based on their performance on the oqpt test. the participants were divided into three groups non-randomly: a control group without any glosses, an experimental group with textual glosses, and an experimental group with video glosses. prior to the treatment sessions, vocabulary and listening comprehension pre-tests were conducted. during the treatment phase, participants in the video gloss and textual gloss conditions were taught how to infer the meaning of unknown words from video glosses and textual ones through telegram bot respectively. however, learners in the control group received traditional instructions during which unknown words were translated into their first language by the instructor. after the completion of treatment for eight sessions, the participants were given vocabulary and listening comprehension tests in which they were supposed to listen to an audio file and answer some multiple-choice and true-false questions. the results of pre-tests and poste-tests were compared and analyzed. the outcomes of the study indicated that the participants in experimental groups outperformed their counterparts in the control group. besides, the results of the tests revealed that video gloss condition was more effective than the textual one in both vocabulary learning and listening comprehension. therefore, it was concluded that employing multimedia glosses especially the visual ones facilitate listening comprehension and vocabulary learning. the findings of the current study are expected to have great implications for teachers, material developers, and learners.