Comparison of input modes: L2 comprehension and cognitive load

he current study investigated L2-based assumptions of the Cognitive Theory of Multimedia Learning and Cognitive Load Theory for the multimedia, modality, and redundancy principles. In this non-equivalent groups quasi-experimental design study, four groups of Turkish-speaking teacher trainees of the English language received a 12-minute non-paced lesson on harp seal pups that included English audio (audio group), English audio with video (video + audio group), English captions with video (video + text group), and English audio with video and captions (video + audio + text group). A comprehension test as well as measures for difficulty and effort rating were used to collect data. One-way between-groups analyses of variance (ANOV A) were conducted to determine the effects of different modes of presentation on participants􏰃 learning performance and cognitive load. Moreover, Tukey Honestly Significant Difference (HSD) tests were performed to determine the groups that differed from each other. The findings showed that the video + audio group performed better and reported less difficulty and effort expenditure in the foreign/second language (L2) listening comprehension task than the audio-only group. On the other hand, the video + text and video + audio groups did not differ with respect to comprehension, difficulty, and effort expenditure. Lastly, while the video + audio + text and video + audio groups performed equally well in the comprehension task, the video + audio + text group reported less difficulty and effort than the video + audio group. The results and possible venues for further research were discussed.