The studies regarding using a cross sectional view of speech organs enriched with attention cueing and written text to probe learners' learning efficiency and behavior through mobile phones is scant. The purpose of this study was to examine whether the presence of attention cueing can benefit learners with different amounts of prior knowledge in learning operational functions of the speech organs. Additionally, this study investigated the interactive effects of the experimental treatment and the learners' prior knowledge on their test performance and cognitive load. A self-regulatory, mobile-phone-based text with accompanying pictures depicting places and manner of articulation comprised the instrumentation. The participants were comprised of 101 English as a foreign language (EFL) learners from four sections of a phonetics course. First, their level of prior knowledge was assessed. Next, they were randomly assigned to one of four modules--picture-only, picture-plus-signal, picture-plus-text, or picture-plus-text-plus-signal. Immediately, after the treatment period, the participants were administered retention and transfer tests as well as cognitive load measurement. The results indicated that the enriched visualization somewhat reduced the participants' cognitive load and enhanced their learning efficiency. However, presenting too much visual information impaired learning. The results of the study implied that enriched visualization compacted on the small screen might cause interference.