隨著多模態應用的普及，許多研究已進行觀察多模態在第二語言和外語學習中的影響。手勢作為與目標語言同時發生的非語言輸入在日常溝通和教育情境中扮演著關鍵角色。近期許多研究指出手勢對語言學習的影響和貢獻，發現它們在教學和實際應用方面價值，特別是那些富含表徵內容的手勢，可以增強學習成果。然而，拍擊式手勢的具體作用在第二語言和外語學習中情境中仍未被充分探索。
本研究旨在探索拍擊式手勢和語速對於英語作為外語（EFL）低成就學習者的聽力理解效益，且這些因素是否影響低成就學習者對多模態影片內容的理解。藉由為期8週的多模態影片訓練，參與者分成四個組，各自觀看16個多模態影片。這項研究結果將協助語言教學者針對個別學習者的需求挑選並調整英語聽力學習教材。
本研究的結果具研究和教學貢獻。首先，節奏手勢和較慢語速都未能在統計上顯著增強低成就學習者的多模態影片理解能力，而為期8周的影片訓練雖未顯著改善學習者的純聽力理解能力，但有助於養成低成就學習者積極的學習態度，並營造出更具包容性的語言學習環境。其次，學習者的個別差異影響了他們對手勢的感知，而低成就學習者需要更多手勢判別上的引導與相關經驗。

Concurrent with the ubiquity of multimodal applications, numerous investigations have been conducted to observe the effect of multimodality in second and foreign-language learning. Gestures, as nonverbal inputs that occur spontaneously with the target language, play a crucial role in daily communication and educational contexts. Recent studies have extensively examined the impacts and contributions of gestures on language learning, highlighting their diverse pedagogical value and practical applications. These findings suggest that gestures, particularly those rich in representational content, can enhance learning outcomes. However, the specific role of beat gestures in such contexts remains underexplored, highlighting a critical gap that this study aims to address.
The current study was designed to explore the critical importance of beat gestures and speech rate in L2 English as a Foreign Language (EFL) education. It aimed to determine how these factors influence the comprehension of multimodal video content among learners with lower proficiency levels through an 8-week multimodal video intervention, where participants were placed under four different viewing conditions and were required to watch 16 multimodal videos. The insights from this research are expected to be of considerable practical value, providing educators with evidence-based guidance for selecting and adapting listening materials. This, in turn, allows for instructional practices to be more closely aligned with the varied needs of individual learners.
The findings of this study provide critical pedagogical implications. Firstly, the results showed that neither the presence of beat gestures nor a slower speech rate statistically significantly enhanced overall video comprehension. The 8-week intervention did not significantly improve learners' audio-only listening comprehension. Secondly, learners' individual differences influenced their perception of gestural cues, impacting their ability to synthesize motor information with other input modes. Additionally, the positive attitude fostered by multimodal video intervention contributed to a more inclusive language learning environment, benefiting low language proficiency learners. Finally, low language proficiency learners may require more exposure and guidance in observing beat gestures.

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