To investigate the effects of synchronous and asynchronous interlingual and intralingual transcript presentation on L2 vocabulary comprehension and production, 120 first-year B.A students of English translation at IKIU (Imam Khomeini International) University in Qazvin and Islamic Azad university of Karaj were randomly assigned to 4 groups. Each group was presented with 50 minutes of a film with different transcript conditions – synchronous interlingual, asynchronous interlingual, synchronous intralingual, and asynchronous intralingual transcripts. The participants' vocabulary comprehension was tested using a multiple-choice test and their ability to produce the new words was assessed by utilizing a fill-in-the-blank test. The results of the comprehension test suggested that transcript presentation had no significant effect on the learners' comprehension, although descriptive statistics showed that the participants of the intralingual group performed better than the interlingual group participants, and in both groups, the students got better scores while transcript was presented asynchronously. In addition, the results of the production test indicated that neither the language of the transcript nor the time of transcript presentation had any significant effect on vocabulary production of the students.