The Effect of Multimedia on L2 Idiom Learning: Using Instructional Humorous Videos with Saudi Female EFL Undergraduate Learners

Abstract

Learning formulaic language, such as idioms, is considered one of the greatest difficulties encountered by EFL learners. The aim of the present study is twofold: first, to examine the effect of using humorous videos on learners’ ability to understand and remember English idioms; second, to investigate students’ attitudes towards learning idioms through humorous videos as a multimedia instructional method. The sample of this study consisted of 50 Saudi female EFL undergraduate learners in the English department at Imam Mohammad Ibn Saud Islamic University, Saudi Arabia. The participants were divided into two groups of 25 students; an experimental group and a control group. The data of the study was collected via three research instruments: pre-test, immediate and delayed post-tests, and an attitudinal questionnaire. A pre-test was given to both groups at the beginning of the study to ensure that they were equivalent. Proceeding this, the experimental group was instructed using humorous videos, while the control group was instructed in the traditional method. Finally, both groups underwent post-tests to measure the performance effects on two levels of idiomatic knowledge: recall and transfer. Results showed that there was a statistically significant difference between the performance of the experimental group and the control group; indicating a positive effect on the experimental group’s recall and transfer. Thus, the study concludes that the use of humorous videos appears to improve learners’ ability to understand and remember English idioms, in addition to indicating that learners hold a positive attitude towards learning idioms through humorous videos as a multimedia instructional method.