Seeing beyond the words: Modality preferences, nonverbal sensitivity, and the role of visual dynamic richness in L2 listening

This study investigates how sensory preferences affect second-language (L2) learners' comprehension during visually enhanced listening tasks. Building on the understanding that face-to-face communication is inherently multimodal, we examined how nonverbal visual cues—such as gestures and facial expressions—interact with learner traits to shape comprehension. A total of 160 EFL learners were classified by modality preference (auditory or textual) and nonverbal visual sensitivity (NV), using a validated Sensory Preference Test (SPT). They completed TOEFL-style listening tasks presented under four conditions: audio-only, photo, keyframe, and video. ANOVA and regression analyses indicated that video, offering dynamic and continuous visual input, appeared to provide the broadest support, particularly for learners with high NV sensitivity. In contrast, keyframes and static images yielded mixed effects: keyframes supported auditory NV-sensitive learners but hindered textual NV-sensitive learners, while photos provided consistency but limited benefits overall. Baseline listening ability and NV sensitivity—especially in interaction with input format—emerged as significant predictors of comprehension, underscoring how early adaptation to visual input can shape stabilized performance. These findings highlight the need for instructional scaffolding that builds learners' flexibility across visual formats, rather than tailoring standardized assessments to individual preferences. Targeted training in nonverbal cue integration and multimodal awareness may enhance learners’ adaptability, better preparing them for the variability of visual input in real-world communication.