[[abstract]]Listening is the most frequently used skill in daily communication as well as in language classrooms. Applying authentic materials through foreign videos to enhancing listening ability is becoming popular. This study compares the effect of two advance organizers—visual contextual cues and vocabulary pre-teaching—on Taiwanese vocational high school students’ comprehension of English videos. In addition, students’ attitude toward the advance organizers and learning English through video viewing are also investigated. 111 EFL students with low language proficiency participated in the study. They were first presented with the two advance organizers and then viewed the videos twice. After video viewing, students were required to finish multiple choice comprehension tests and a questionnaire. Latin Square Design was employed in data collection, and the collected data were statistically analyzed. The result shows that both of the advance organizers are effective in facilitating comprehension. However, visual contextual cues led to more effective comprehension. Besides, students liked both the advance organizers, but they showed more fondness for vocabulary pre-teaching. Finally, students appreciated learning English through video viewing, and yet they expected teachers’ support. Implications of employing advance organizers and the use of videos for comprehension are discussed.
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