Investigating the effects of multimedia input modality on L2 listening skills of Turkish EFL learners

Incecay V., Kocoglu Z.

EDUCATION AND INFORMATION TECHNOLOGIES, cilt.22, sa.3, ss.901-916, 2017 (ESCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 22 Sayı: 3
  • Basım Tarihi: 2017
  • Doi Numarası: 10.1007/s10639-016-9463-3
  • Dergi Adı: EDUCATION AND INFORMATION TECHNOLOGIES
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus
  • Sayfa Sayıları: ss.901-916
  • Anahtar Kelimeler: Input modality, Multimedia learning, Listening, Audio-only presentation, Audiovisual presentation, VOCABULARY ACQUISITION, LEARNING-ENVIRONMENT, TEXT COMPREHENSION, COGNITIVE LOAD, STUDENTS
  • Acıbadem Mehmet Ali Aydınlar Üniversitesi Adresli: Evet

Özet

The present study examined whether or not different input delivery modes have an effect on listening comprehension of Turkish students learning English at the university level. It investigated the effect of one single mode, which is audio-only, and three dual input delivery modes, which were audio-video, audio-video with target language subtitles and audio with PowerPoint presentation, on listening comprehension. The data have been gathered through: a listening proficiency exam, a topic familiarity questionnaire, listening comprehension tests, think-aloud protocols and a semi-structured focus group interview. Analysis of data demonstrated that the students' listening comprehension scores were significantly lower in audio-video with subtitles mode. In addition to this, the students stated that they experienced most confusion and anxiety in understanding through audio-video with subtitles. Moreover, the students mentioned that they were most successful in the audio with PowerPoint presentation mode. Results also indicated that the students were influenced by their pre-university listening class experiences, meaning that they were most accustomed to the audio-only mode, and therefore felt most relaxed when they listened only.