abstractof two mcall programs introducing 100 vocabulary items through two im the researcher of the present study was intrigued to compare the effects age modalities (pictures and streaming video) with those of a conventional method (teacher instruction) in an efl context. she set out to investigate whether such multimedia environments could provide a more effective environment for vocabulary learning as compared with the conventional method that would also use visuals to introduce vocabulary. likewise, the researcher would further investigate whether the motion-picture multimedia program (mpmp) or the still-picture multimedia program (spmp) could provide a more effective vocabulary-learning environment for efl learners. to this aim, an oral interview was done with 300 female grade 1 students in sarab high schools. the aim was to select the subjects who had not studied in any english learning institutions. from among them, 120 students were chosen and randomly assigned to four equivalent groups. one group served as the pre-test group and the rest served as the target groups. the target groups comprised two experimental groups and a control group. at the beginning of the experiment, the researcher administered a 100-item pre-test to standardize the test. afterwards, the test was administered to the three target groups to ascertain the homogeneity of the groups prior to the treatment. the results of the levene test and anova analysis revealed that the groups were homogeneous (p> .05). the two experimental groups then received treatment on the vocabulary items through the multimedia programs authored by the researcher, while the control group received for approximately one month, three sessions a week, and 20 minutes per session. after the experiment, the subjects were post-tested on the same vocabulary items. the results of the levene test and anova analysis revealed that the difference among the means were statistically significant (p<.05). besides, the results of the scheffe test showed that all mean scores were significantly different from each other. this rejected the null hypothesis (h1) of the study, assuming no significant difference between the use of mcall programs and teacher instruction in extending efl learners vocabulary. the study revealed that both multimedia programs were more effective than teacher instruction. furthermore, the minor null hypothesis (h2), assuming no significant difference between the use of motion-picture multimedia and still-picture multimedia environment in extending efl learners vocabulary was also rejected. as mentioned earlier, the greatest mean score belonged to the experimental group, so we could conclude that the motion-picture multimedia program appeared even more effective than the still-picture multimedia program in expanding the students vocabulary. this rejected our minor null hypothesis (h2), assuming no significant difference between the use of mpmp and spmp in extending efl learners vocabulary repertoire. key words: call- mcall- mpmp- spmp- special visual effects- tell- visuals