The aim of this research is to investigate which CALL glossing modes (text only, text plus audio, and text plus video clips) are effective for learners' idiom acquisition. Ninety-nine intermediate-level first-year students from a university in China were divided into three groups. In order to determine if CALL glossing had any effect on students' idiom learning, pre- and post-idiom tests were administered. In addition, all the participants completed a questionnaire and five participants from each group completed face-to-face interviews to understand learners' perceptions of different CALL glosses. The results indicated that all three glossing modes promoted idiom acquisition; specifically, text with video glossing mode was more effective than text plus audio glosses and text only glossing mode. These results offer pedagogical implications for idiom teaching and learning, and also provide valuable insights for education in the future.
Keywords: Audio glossing mode; CALL glossing; Idiom teaching and learning; Text only glossing mode; Video glossing mode.
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