Quarterly Journal of Iranian Distance Education (IDEJ) Vol. 1, No 3, Winter 2018 (P 59-71), Payame Noor University *Corresponding Author: shooramirsayafi@gmail.com The Effect of Multimedia Technology on Improving Listening Achievement of Iranian Secondary School Students Hassan Soleimani 1 , Shoora Mirsayafi *2 1. Associate Professor in Applied Linguistics, Payame Noor University 2. PhD candidate of Applied Linguistics, Payame Noor University Received: 2017/10/22 Accepted: 2018/09/05 Abstract The study tried to examine the possible effect of multimedia materials on augmenting listening skills of girls in Meheaval higher secondary school, Karaj city. The next purpose was to detect whether there is a meaningful relationship between students’ attitudes towards using multimedia materials and teaching listening skills. The participants of this study were 60 second-year high school (EFL famale students) in the second semester of 2016 academic year. The homogeneity of the participants was ensured through application of the Oxford Placement Test (OPT, 2001). The materials was comprised of students’ textbook and Listening Assisted Multimedia. Three types of instruments which were utilized namely, listening comprehension pre-test, post-test, and a listening assisted multimedia questionnaire. Independent samples t-tests and regression coefficients were applied to determine whether there were significant inter and intra-group differences. The results showed evidence that multimedia materials significantly enhanced EFL learners’ listening achievement. It was also found that the attitude to the use of multimedia had a statistically significant impact on explaining the changes in learners’ listening skill. Based upon the findings of the study, it is recommended that the English instruction should be integrated to the English instruction listening course. Keywords Multimedia, Listening, Listening Assisted Multimedia Questionnaire. Introduction Considering the emerging new technologies in general and multimedia technologies in particular and their impacts on different aspects of people and teaching-learning languages seems to have entered a new area. Computer Assisted Language Learning (CALL) and Technology Enhanced Language Learning (TELL) have been studied for their impact on L2 listening comprehension skill and its instruction. Multimedia could be utilized as an effective technological instrument for instruction to augment learning and retention of material presented in classrooms. According to [1] Mayer (2001), multimedia can provide multiple sources of stimuli as inputs for the students as well as help improve senses and the brain because it is attributed mainly to dual coding of the information presented in visual plus auditory which are the two different modalities leading to increased comprehension of the material during the class session, and improved retention of the material at later testing. The basic principle underlying learning through multimedia is that people learn better from words and pictures than from words alone. Words, in this context, are the accompanying pictures including written and spoken text, and static graphic images, animation and videos. In the light of what we know about the way that the brain processes information, using both words and pictures together could be more effective for listening comprehension than words alone. Research confirms that using both words and pictures