The Effect of Interactive vs. Simultaneous Display of Multimedia Glosses on Iranian Impulsive vs. Reflective EFL Learners’ Reading Comprehension Tabrizi Amir Reza Nemat*, Zadeh Omolbanin Shahab** *(Ph. D.) Assistant Prof., Department of English Language, Payame Noor University, I.R. of Iran **Department of English Langauge, Payame Noor University, I.R. of Iran Online published on 24 April, 2018. Abstract This quasi-experimental study was an attempt to investigate the effect of interactive vs. simultaneous display of multimedia glosses on reading comprehension of reflective vs. impulsive Iranian EFL learners at intermediate level. To this end, Nelson reading proficiency test was given to 150 Iranian EFL learners studying at Kian Language institute in Bushehr, Iran, as a homogeneity test and a pretest along with impulsivity questionnaire BIS 11 (Barrat, 1995) and reflectivity questionnaire (Kember et al., 2000). Considering 1 standard deviation above and below the mean scores on the test and the results of the questionnaires, 4 experimental groups were formed. Following 10 sessions of treatment in which 20 reading texts with interactive glosses were practiced with participants in interactive experimental groups and the same 20 reading texts were practiced with participants in simultaneous experimental groups, all participants took a piloted version of a researcher-made reading posttest. The results of the tests were analyzed using two-way ANOVA testto seek the answers to the research questions. The findings of the study revealed that the exposure tointeractive display of multimedia glosses hadmore effect than simultaneous glosseson both impulsive and reflective EFL learners’ reading comprehension at intermediate level. The findings of the study can be used by educational systems and language teachers who aim at using multimedia glossed in language classes and who are concerned with matched or mismatched learning styles of the learners. Top Keywords Interactive multimedia glosses, simultaneous multimedia glosses, reflective learners, impulsive learners, reading comprehension. Top |