Incidental Learning of L2 Collocations in an Academic Lecture: A Multimedia Theory Perspective

This study aimed to examine how L1 Arabic learners incidentally acquire L2 English collocations through various input modes in academic lectures. A quasi-experimental design was employed, involving 87 studying at a Saudi university. The participants were randomly divided into six groups (5 intervention and one control group). An objective type multiple-choice question test conducted three phases: pre-test, immediate post-test, delayed assess the participants' learning. Each experimental group received specific mode during lecture, encountering total of 17 collocations. included listening, reading, reading while viewing, viewing with captions. data analyzed using SPSS version 25.0, employing ANOVA tests compare mean scores across different types (pre-test, post-test) five modes. results revealed significant improvements form-recognition learning from These findings contribute further evidence supporting effectiveness lectures multimedia theory facilitating incidental acquisition