The purpose of this study is to examine the effectiveness of implementing animated videos to enhance vocabulary comprehension among English as a foreign language (EFL) learners. A total of sixty primary students in the fourth Grade at a public primary school in the Kingdom of Saudi Arabia (KSA) participated in this study. They were taking EFL classes and ranged in age from nine to eleven. The data were collected using a pre- and post-test quasi-experimental research design. Statistical analysis indicated a significant difference in the students between the two groups. The use of animated videos resulted in higher achievement for the experimental group which outperformed the control group. Furthermore, the substantially large effect size demonstrated that using animated video instruction was more effective than the conventional teaching techniques for assessing EFL learners in learning English vocabulary. These findings suggest that teaching using multimedia can have a major impact on vocabulary enhancement. The present instructional treatment was also beneficial to teachers in general since it allowed them to explore vocabulary comprehension using a new strategy that could be effective in English classes. As a result of these findings, some instructional and pedagogical implications for future research were presented.