Arab Learners' Use of Help Options in A Multimedia-Based Listening in An EFL Context in Oman

This study investigates how Arab learners interact with three help options (video control buttons, L2 transcript of the listening input, an online dictionary) offered in a multimedia-based listening and the factors, if any, promoting/inhibiting their interaction. The data is collected from 20 Omani students enrolled in the English foundation programme at Sultan Qaboos University in Oman. A tracking system and direct observations are used to examine learners' interaction with the available help options while focus group discussion and semi-structured interviews are employed to gain insights into the factors, if any, promoting/inhibiting their interaction. Transcriptions of the quantitative data showed that the participants followed video control buttons-transcript-dictionary pattern in their interaction with the available help options. The thematic analysis of the qualitative data showed that the participants used the offered help options for listening comprehension, task completion and language learning purposes while they tended to underuse them because of their learning history and sense of autonomy. It was concluded that the participants did utilise the available help options when offered in a multimedia-based listening. The study recommends exposing learners to multimedia-based listening supplemented with a number of help options to enable them undergo negotiated interaction with the received input.