An alternative to language learner dependence on L2 caption-reading input for comprehension of sitcoms in a multimedia learning environment.
Most second/foreign language ( L2) learners have difficulty understanding listening input because of its implicit and ephemeral nature, and they typically have better reading comprehension than listening comprehension skills. This study examines the effects of using an interactive advance-organizer...
| Published in: | Journal of Computer Assisted Learning Vol. 30; no. 1; pp. 17 - 30 |
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| Format: | pictorial research tables/charts Journal Article |
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Wiley-Blackwell
Feb2014
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104133196&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104133196 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2014 vid: 30 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 104133196 93630362 10.1111/jcal.12019 104133196 ppf: 17 ppct: 13 formats: tig: atl: An alternative to language learner dependence on L2 caption-reading input for comprehension of sitcoms in a multimedia learning environment. aug: au: Li, C.-H. affil: National Penghu University of Science and Technology sug: subj: Learning Methods Language English as a Second Language Computer-Assisted Instruction Multimedia Listening Reading Student Attitudes Human Models, Theoretical Students, Undergraduate Convenience Sample Female Male Random Assignment Questionnaires Television Semi-Structured Interview Summated Rating Scaling Analysis of Variance Post Hoc Analysis Interrater Reliability T-Tests Descriptive Statistics Coefficient alpha Female Male ab: Most second/foreign language ( L2) learners have difficulty understanding listening input because of its implicit and ephemeral nature, and they typically have better reading comprehension than listening comprehension skills. This study examines the effects of using an interactive advance-organizer activity on the DVD video comprehension of L2 learners to provide an alternative to the scenario of L2 learners experiencing sensory overload in a multimedia learning environment that presents pictures, printed words and speech words. A total of 95 intermediate university-level L2 learners with an average TOEIC (Test of English for International Communication) score of 565 were placed in four conditions for an English-language DVD viewing task, including an advance-organizer group, a captions group, a captions plus advance-organizer group, and a control group. The study concludes that using advance organizers as an instructional strategy facilitated participant listening comprehension and reduced participant dependence on L2 caption-reading input by 50% for initial comprehension. Participants also held a positive attitude towards an interactive advance-organizer activity. The details concerning the role of L2 captions in multimedia listening are also discussed. The findings provide insight into teaching listening to L2 learners who learn most of their L2 in a more reading-dependent classroom setting and typically have enhanced L2 literacy skills. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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