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Students learning English as a second language can benefit from multimedia in reading and writing E nglish as much as native speakers. Because "content becomes more abstract" with the increased level of language, non-native speakers often lack motivation in learning English (Masood, 2011, 1393-1394). This is evidenced in the fact that in one study, "Malaysian students are reluctant to read and they only read materials necessary to get their work done" as well as "memorize sample essays and...rewrite the essay they have memorized during the examination" (Masood, 2011, 1394).
The study on Malaysian students of English showed that multimedia presentations that included "dynamic visuals" as opposed to "static" ones helped strengthen student performance (Masood, 2011, 1399). Because students had the advantage of "visuals with audio and text...[they] were able to visualize better" (Masood, 2011, 1400). A more solidified visual is particularly important for learning because memories associated with pictures are more tangible than those associated with words (Masood, 2011, 1400). "Dynamic visuals" are also helpful in acquiring certain writing skills like description. The same study found that the students who were presented with a "dynamic visual" were able to describe ideas and places that appealed to at least three of the five senses whereas before the presentation, the "students were only able to focus on the sense of sight" (Masood, 2011, 1400). With a better grasp on concepts like vocabulary, students are more capable of understanding more complex and "abstract" concepts of English, and thus more motivated.