Is Multimodal Dictation Practice More Effective than Audio-only Dictation?

This research explores the impact of multimodal dictation on English as a Foreign Language (EFL) learners’ comprehension, retention, and transcription performance. Despite growing interest in multimodal learning, studies primarily focus on input presentation and sequencing, neglecting dictation integration. This study involved 62 Chinese high school students randomly assigned to audio-only or video groups. The video group underwent dictation tasks with accompanying visuals. Outcomes were assessed through dictation tests, comprehension post-tests, recalls, questionnaires, and interviews. Results showed superior performance by the video group, indicating that multimodality enhances dictation by fostering understanding. Participant feedback supported multimodal dictation for richer contexts, aiding inferences, reducing cognitive load, and improving comprehension. These findings advocate for multimodal dictation in enhancing EFL learners’ transcription and emphasize considering individual differences and video characteristics in its application.