This study was designed to investigate the benefit of inclusion of various verbal elements in 3D talking-head on pronunciation learning among non-native speakers. In particular, the study examines the effects of three different multimedia presentation strategies in 3D talking-head Mobile-Assisted-Language-Learning (MALL) on the learning achievement of students with low English pronunciation skills. Pre-test and post-test scores were utilized to determine the students' overall performance. 60 college students with low pronunciation skill were involved, in which they were divided into three equal groups of 20 students. Scores obtained were analyzed statistically with one-way analysis of covariance (ANCOVA), with the pre-test scores as covariate. The findings revealed that 3D talking-head with spoken text and on-screen text MALL has significant contribution in retaining the correct pronunciation acquisition in comparison with 3D talking-head with spoken-text alone MALL and spoken text with on-screen text MALL. Therefore, it may be concluded that multiple sources of verbal information to identify and decode language input are advantageous for effective pronunciation learning, specifically among non-native speakers.