<![CDATA[This mixed-methods experimental study examined the effects of dual-coded short-form video instruction on vocabulary learning and retention among 60 intermediate Libyan EFL learners. Participants were assigned to an Experimental Group (n = 30) receiving videos with visual imagery, audio narration, and on-screen target text, or a Control Group (n = 30) viewing identical videos without text support. Quantitative data were collected through pretest, immediate posttest, and 3-week delayed posttest measures, analyzed using t-tests and repeated measures ANOVA. Qualitative data were gathered via Think-Aloud Protocols from 12 participants and analyzed thematically. The Experimental Group significantly outperformed the Control Group on the immediate posttest (M = 18.65 vs. 15.32, t(58) = 5.12, p < .001, d = 1.32), with a significant Group × Time interaction (F(2, 116) = 14.38, p < .001, ηp² = .199). Crucially, the Experimental Group maintained stable retention at delayed posttest (t(29) = 1.28, p = .210), while the Control Group showed significant decay (t(29) = 2.94, p = .006). Qualitative findings revealed that dual-coded input facilitated simultaneous processing and cross-modal mapping, whereas text-free input led to L1 translation and rote rehearsal. Triangulation confirmed that on-screen target text serves as a critical anchor for stabilizing long-term retention. These findings support Dual Coding Theory and offer practical implications for ELT curriculum design and teacher training in resource-constrained contexts.]]>
