The present study compared the effect of text-picture and audio-picture multimedia annotations in second language vocabulary recall among Iranian EFL learners. The participants were selected from two classes of 80 students who were studying advanced-level English at in a language institute in Iran. Their level of English proficiency was determined on the basis of their scores on the PET proficiency test. Sixty-two students were selected for the main procedure, and were then randomly divided into two experimental groups: the textannotation and audio-annotation group; and a control group. After answering a vocabulary pretest, participants clicked on the highlighted unknown words to access available annotations while reading. The text-picture group was able to see textual explanation and pictorial description, and the audio-picture group was able to see pictorial description explanation and hear a spoken explanation. After reading, students completed the post-tests. The results of the study demonstrate that audio-picture annotation is more effective than text-picture annotation in facilitating immediate L2 vocabulary recall. The results suggestthat providing audio or text annotation of new words can help recall of new vocabulary when reading.

中文翻译：

---

法语的普通西班牙语比较影像-音频的录音资料来自Segunda Lengua和Estúanteantes的学习，英语的In English deIngléscomo Lengua Extranjera

本研究在伊朗EFL学习者中比较了文字图片和音频图片多媒体注释对第二语言词汇记忆的影响。参加者是从80名学生的两个班级中选出的，这些学生正在伊朗的语言学院学习高级英语。他们的英语水平是根据他们在PET水平测试中的分数确定的。选择主要课程的62名学生，然后将其随机分为两个实验组：文本注释和音频注释组；第二组。和一个对照组。回答了词汇预测后，参与者在阅读时单击了突出显示的未知单词以访问可用的注释。文字图片组可以看到文字说明和图片说明，音频图片组可以看到图片描述说明并听到语音说明。阅读后，学生完成了后测。研究结果表明，音频图片注释比文本图片注释在促进即时L2词汇记忆方面更有效。结果表明，提供新单词的音频或文本注释可以帮助在阅读时回忆新词汇。