Al-Hikmah University Journal

The drive of this investigational erudition was to compare the properties of different types of computer-generated iconicity’s (static versus motion-graphics) and advance organizers (evocative versus question) in enhancing comprehension and retention of content-based experience for learning English as a Foreign language (EFL). Moreover, the erudition premeditated the interactive effect of learners’ existing interpreting proficiency level and the all-mentioned treatments on their interpreting comprehension achievement. Learners from two EFL interpreting sections (N= 115) were tested on their interpreting proficiency and then randomly assigned to one of the four computer-based didactic modules-static iconicity alone, motion-graphic alone, motion-graphics plus evocative advance organizer, and motion-graphics plus question advance organizer. After having interacted with their corresponding instructional resources, Learners then took four criterion tests proximately afterwards and again four weeks late. The results presented that the motion-graphics group outpaced the static iconicity group in one of the four tests, and that motion-graphics engrained with a question advance organizer had a marginal effect among the four treatments in simplifying the acquisition of L2 interpreting comprehension both for the instantaneous and the tardy protests.