Input modality and working memory: Effects on second language text comprehension in a multimedia learning environment

摘要: Abstract This study investigated the modality effect in relation to verbal working memory capacity and time of testing within a computerized second language multimedia learning environment. Twenty-nine advanced learners English with Turkish as first were randomly assigned audiovisual or visual-only presentations about an unfamiliar topic completed immediate delayed tests assess retention transfer information performance. They also reading span test measure capacity. Results revealed significant combined time, input on participants' performance while only observed was that time. Analyses three-way interaction although play some role performance, their effects emerged dependent upon one other testing.