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A total of 120 male and female students participated, all speaking Swahili as a first language, enrolled in a 3-year English program. Participants were randomly assigned to control and experimental groups with 60 students each. Both groups received the same twenty English idioms, with the control group using a traditional review method and the experimental group using multimodal instruction. Idiom comprehension test results, supported by comparative t-test outcomes, showed higher mean scores for the multimodal group (37.7) than the traditional group (25.55).",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/idiom-comprehension-using-multimodal-teaching-approach-among-zanzibar-university-students/590068/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/idiom-comprehension-using-multimodal-teaching-approach-among-zanzibar-university-students/590068.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s main objective?","Question",{"text":112,"@type":113},"The study investigates how idiom comprehension can be improved through a multimodal teaching approach among Zanzibar University students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were students assigned to the teaching methods?",{"text":117,"@type":113},"A total of 120 students were randomly divided into a control group and an experimental group, with 60 students in each group.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the key findings from the idiom comprehension test?",{"text":121,"@type":113},"Students taught using the multimodal method achieved a higher mean score (37.7) than students taught with the traditional method (25.55).",{"name":123,"@type":110,"acceptedAnswer":124},"What recommendation does the study make for teachers?",{"text":125,"@type":113},"Teachers are encouraged to implement more multimodal activities in class to improve students’ opportunities for comprehending and applying idioms.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},590068,1792231112,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":143,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":67,"update_tm":147,"read_time":46,"preview_page_count":4},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Advances in Language and Literary Studies  \nISSN: 2203-4714  \n[www.alls.aiac.org.au](www.alls.aiac.org.au)  \n| Idiom Comprehension using Multimodal Teaching Approach among Zanzibar University Students\u003Cbr>Ngoge Tabley Amos, Imelda Hermilinda Abas*\u003Cbr>Linguistics Department, Faculty of Arts and Sciences, AbdulrahamanAl-Sumait University, P.O.Box 1933 Chukwani, Zanzibar, Tanzania\u003Cbr>Corresponding Author: Imelda Hermilinda Abas, E-mail: [imelabas@yahoo.com](imelabas@yahoo.com) |  |\n| --- | --- |\n| ARTICLE INFO | ABSTRACT\u003Cbr>The present study aims at investigating idiom comprehension through multimodal teaching approach among Zanzibar University students. The participants of the study were 120 male and female students and selected randomly. All of the students speak Swahili as their first language. The participants enrolled in a 3-year English program at the Department of Languages, Faculty of Arts and Social Sciences, Zanzibar University, divided into two groups, the control and experimental groups. There were 60 students in each group with an age range between 20 to 30. Both groups were presented with the same twenty English idioms through different methods. The control group was advised to review the list of idioms using a traditional method, while the experimental group was presented with the idioms using a multimodal teaching approach. An idiom comprehension test was administered to both groups. The results showed that from a comparative t-test indicated that the students taught idioms comprehension using multimodal method had recorded a higher mean score (37.7) as compared to the use of a traditional method of teaching of idioms (25.55) . This implies that to increase EFL/ESL students’ proficiency in idiom comprehension, teachers should implement more multimodal activities in the classroom so that the students will have better opportunities in comprehending and applying idioms. The study provides pedagogical suggestions for using a multimodal approach to teaching English idioms. |\n| Article history\u003Cbr>Received: February 15, 2021\u003Cbr>Accepted: April 23, 2021\u003Cbr>Published: June 30, 2021\u003Cbr>Volume: 12 Issue: 3\u003Cbr>Advance access: June 2021 |  |\n| Conflicts of interest: None\u003Cbr>Funding: None |  |\n| Key words:\u003Cbr>Idioms,\u003Cbr>Idiom Teachability,\u003Cbr>ESL,\u003Cbr>Language Teaching, Multimodal Teaching |  |\n\nINTRODUCTION  \nLanguage consists of various types of meaning. Words vary from literal to figurative meanings and serve particular purposes in discourse. Figurative language, such as proverbs, metaphors and idioms, has become an interesting component of language. Idioms can be found in every language, used spontaneously by the native speakers ofthat language. According to Fotovatnia and Khaki (2012), idioms are used in all forms of discourse, such as conversations, movies, radio, television shows, lectures, and so forth. It is estimated that about 7,000 idioms are used by the native speakers each week (Cooper, 1999) . Idioms can be defined as fixed expressions (Carter, 1998), phraseology (Howarth, 1998), multiword items (Moon, 1997), and multi-word expressions (Yi, 2006). This study defines idioms as “a string of words whose meaning is different from the meaning conveyed by the individual words”(Larson 1984, p. 20) .  \nUnderstanding idioms demands language learners to move past a simple word-per-word comprehension and incorporate figurative meaning into contextual discourse (Cornoldi & Colpo, 1998) . Some studies (Aljabri, 2013; De  \nCaro, 2009; Liontas, 2002; Liu, 2008; Wray, 2002) suggest a positive correlation between idiom acquisition and communicative competence. Therefore, extensive knowledge of idioms for English proficiency and fluency is compulsory. Idioms are commonly occurred in daily conversation by the native speakers. The occurrence of idioms made it memorized units for the EFL students. EFL students incorporate these idioms only when they communicate with the native speakers. Therefore, EFL students learned idioms’meanings b","cbCairjOE2F9Min4","https://ap.wps.com/l/cbCairjOE2F9Min4","pdf",169196,"English","# Article info\n## Abstract\n## Article history\n# Introduction\n## Characteristics of idioms\n## Idiom comprehension gap in Zanzibar","[{\"question\":\"What is the study’s main objective?\",\"answer\":\"The study investigates how idiom comprehension can be improved through a multimodal teaching approach among Zanzibar University students.\"},{\"question\":\"How were students assigned to the teaching methods?\",\"answer\":\"A total of 120 students were randomly divided into a control group and an experimental group, with 60 students in each group.\"},{\"question\":\"What were the key findings from the idiom comprehension test?\",\"answer\":\"Students taught using the multimodal method achieved a higher mean score (37.7) than students taught with the traditional method (25.55).\"},{\"question\":\"What recommendation does the study make for teachers?\",\"answer\":\"Teachers are encouraged to implement more multimodal activities in class to improve students’ opportunities for comprehending and applying idioms.\"}]","Idiom Comprehension using Multimodal Teaching Approach among Zanzibar University Students | PDF",1792068719]