Seeing to understand better? The interplay between cognitive traits and nonverbal visual cues in L2 video comprehension

Abstract

This study delves into the relationship between the cognitive traits of L2 learners and nonverbal visual scaffolds, specifically beat gestures and facial articulatory features, embedded in training materials. These scaffolds have been proven to enhance L1 comprehension. The research further investigates how this relationship impacts the effects of these scaffolds on learners' comprehension performance post-training. For this purpose, the study recruited 120 English as a Foreign Language (EFL) learners aged 20–24, all at the B2 level of English proficiency, for a 4-week hybrid instructional period. The findings suggest that working memory (WM) plays a significant role in L2 learners' processing of nonverbal visual cues. High-WM learners showed improved comprehension with facial cues, while low-WM individuals leaned towards treatments with fewer nonverbal cues. Additionally, learners’ modality preferences were pivotal for their comprehension. Auditory verbalizers—those who prefer spoken texts—favored treatments emphasizing auditory elements. In contrast, textual verbalizers—those inclined towards written texts and with high working memory—benefited more from exposure to rich nonverbal cues. This study highlights the importance of a balanced instructional strategy that integrates both verbal and nonverbal cues, tailored specifically for learners with distinct cognitive traits and preferences.