[1] Mayer, R. (2001). Multimedia learning. Cambridge, UK: Cambridge University Press.
[2] Sweller, J. (2005). Implications of cognitive load theory for multimedia learning. In R. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 19-30). Cambridge: Cambridge University Press.
[3] Astleitner, H., & Wiesner, C. (2004). An integrated model of multimedia learning and motivation. Journal of Educational Multimedia and Hypermedia, 13(1), pp. 3-21.
[4] Feyten, C. M. (1991). The power of listening ability: An overlooked dimension in language acquisition. The Modern Language Journal, 75, pp. 173-180.
[6] Goh, C. C. M. (2008). How ESL learners with different listening abilities use comprehension strategies and tactics. Language Teaching Research, 2(2), pp. 124-147.
[7] Mendelsohn, D. (1994). Learning to listen: A strategy-based approach for the second-language learner. San Diego, CA: Dominie Press
[8] O’Malley, J. M., & Chamot, A. U. (1990). Listening Comprehension Strategies in Second Language Acquisition. Applied Linguistics, 10 (4), pp. 418-437.
[9] Mendelsohn, D. (2001). Listening comprehension: We’ve come a long way, but... Contact, 27(2), pp. 33–40.
[10] Vandergrift, L. (1997). The comprehension strategies of second language (French) listeners: A descriptive study. Foreign Language Annals, 30, pp. 387-409.
[11] Osada, N. (2001). Listening comprehension research: A brief review of the past thirty years. Dialogue, 3, pp. 53-66.
[12] Chamot, A. U., & Kupper, L. (1989). Learning strategies in foreign language instruction. Foreign Language Annals, 22, pp. 13-24.
[13] Stafford, J. Y. (1990). Effects of active learning with computer-assisted or interactive video instruction. Unpublished doctoral dissertation, Wayne State University, Detroit, Michigan.
[14] Iubbad, S. H. (2013). The effectiveness of a multimedia based learning program on developing seventh graders’ listening comprehension skills and attitudes in Gaza governorate. Unpublished masters thesis. The Islamic University, Gaza.
[15] Mayer, R.E., Steinhoff, K., Bower, G., & Mars, R. (1995). A generative theory of textbook design: Using annotated illustrations to foster meaningful learning of science text. Educational Technology Research and Development, 43(1), pp. 31-41.
[16] Mayer, R. E. & Moreno, R. (1995). A split-attention effect in multimedia learning: Evidence for dual information processing systems in working memory. Journal of Educational Psychology, 90, pp. 10-21.
[17] Mayer, R. E., & Sims, V. K. (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology, 86(3), pp. 389-401.
[18] Mayer, R. E., Bove, W., Bryman, A., Mars, R. & Tapangco, L. (1996). When less is more: Meaningful learning from visual and verbal summaries of science textbook lessons. Journal of Educational Psychology, 88, pp. 64-73.
[19] Harp, S. & Mayer, R. E. (1997). Role of interest in learning from scientific text and illustrations: On the distinction between emotional interest and cognitive interest. Journal of Educational Psychology, 89, pp. 92-102.
[20] O’Bryan, A., & Hegelheimer, V. (2007). Integrating CALL into the classroom: The role of podcasting in an ESL listening strategies course. ReCALL, 19(2), pp. 162–180.
[21] Grgurović, M., & Hegelheimer V. (2007). Help options and multimedia listening: Students’ use of subtitles and the transcript. Language Learning & Technology, 11 (1), pp. 45-66
[22] Brett, P. (1995). Multimedia for listening comprehension: The design of a multimedia-based resource for developing listening skills. System 23(1), pp. 77-85.
[23] Verdugo, D. R., & Belmonte, I. A. (2007). Using Digital Stories to Improve Listening Comprehension with Spanish Young Learners of English. Language Learning & Technology, 11(1), pp. 87-101.
[24] Işık, C., & Yılmaz, S. (2011). E-learning in life long education: a computational approach to determining listening comprehension ability. Education and Information Technologies, 16(1), pp. 71–88.
[25] Sandaran, S. C. & Lim, C. K. (2013). The use of digital stories for listening comprehension among primary Chinese medium school pupils: Some preliminary findings. Journal Teknologi, 65(2), pp. 125-131.
[26] Ciğerci, F. M., & Gultekin, M. (2017). Use of digital stories to develop listening comprehension skills. Issues in Educational Research, 27(2), pp. 252-268.
[27] Creswell, J. W. (2009). Research design: Qualitative, quantitative and mixed methods approaches. (3rd edn.). Thousand Oaks, CA: Sage.
[28] Birjandi, P., Norouzi, M., & Mahmoudi, G. (2013). English book 2. Iran: Ministry of Education.
[29] Tuncok, B. (2010). A case study: students’ attitudes towards computer assisted learning, computer assisted language learning and foreign language learning. Unpublished master's thesis, Middle East Technical University, Ankara, Turkey.
[30] Richards, J. (1985). The context of language teaching. New York: Cambridge University Press.
[31] Meskill, C. (1996). Listening Skills Development Through Multimedia. Educational Multimedia and Hypermedia, 5(2), pp. 179-201.
[32] Yarbrough, D. N. (2001). A comparative analysis of student satisfaction and learning in a computer-assisted environment versus a lecture environment. Journal on Excellence in College Teaching, 12, pp. 129–147.
[33] Reiser, B. J. (2004). Why scaffolding should sometimes make tasks more difficult for learners. In G. Stahl (Ed.), Computer Support for Collaborative Learning: Foundations for a CSCL community. Proceedings of CSCL2002 (pp. 255-264). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
[34] McGriff, S. (1996). Using written summaries as a reciprocal learning strategy to increase comprehension of science text. Unpublished doctoral dissertation, ThePennsylvania State University.
[35] Vacca, J. S. (2008). Scaffolding is an effective technique for teaching a social studies lesson about Buddha to sixth graders. Journal of Adolescent and Adult Literacy, 51(8), pp. 652-658.
[36] Olson, C. B., & Land, R. (2007). A cognitive strategies approach to reading and writing instruction for English language learners in secondary school. Research in the Teaching of English, 41, pp. 269–303.
[37] Davis, E. A., & Miyake, N. (2004). Explorations of scaffolding in complex classroom systems. The Journal of the Learning Sciences, 13(3), pp. 265–272.