The objective of the present study was to determine whether multimodal presentation of listening materials had any significant effect on EFL learners\\\' listening comprehension and self-efficacy. Fifty intermediate sophomore students who were majoring in English literature at a university in Iran participated in the study. The design was experimental according to which the participants were divided into two classes of 25 as the control and experimental groups. The intervention group received treatment on multimodal presentation of listening materials while the control group was taught conventionally. An interview was also conducted to investigate the experimental group perceptions of the multimodal presentation. The results revealed that multimodal presentation had an important role only in improving EFL learners\\\' listening comprehension not their self-efficacy. It was also found that subtitled movies are more effective provided that the theme is interesting, the learners have enough practice and preparation at home, and the teacher gives sufficient background knowledge and feedback. The pedagogical implications for learners and teachers will be discussed.

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