Applying Multimedia Learning Principles in Task Design: Examination of Comprehension Development in L2 Listening Instruction

This study examined the effects of instructional multimedia tasks designed based on five principles of reducing extraneous processing on language learners' listening and reading comprehension development. The study comprises two phases of design and experimentation. In the design phase, twelve sets of multimedia tasks were designed considering two conditions of applying and violating the principles. In the experimentation phase, the tasks were used in two conversation classes, each consisting of 15 students. The participants' listening and reading comprehension were assessed before and after the study by the International English Language Testing System test. The experimental group received instruction based on condition 1, using multimedia prepared in accord with the principles; and the control group received the same instruction based on condition 2, using traditionally designed videos. The results revealed that condition 1 was significantly effective in the development of both listening and reading comprehension of the participants. More detailed analyses showed that the tasks had a significant impact on improving the comprehension of monologues rather than dialogues. Further, the instruction under condition 1 led to the development of both reading for gist and reading for specific information, but the effect size of the intervention was larger for the former. The findings elucidate the value of theory-grounded and practice-supported principles for improving the design and production of multimedia presentations and the critical role of rigorously designed multimedia in language learners' input processing and comprehension.