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A Comparative Study of Video Presentation Modes in Relation to L2 Listening Success ARTICLE

Technology, Pedagogy and Education Volume 25, Number 3, ISSN 1475-939X

Abstract

Video comprehension involves interpreting both sounds and images. Research has shown that processing an aural text with relevant pictorial information effectively enhances second/foreign language (L2) listening comprehension. A hypothesis underlying this mixed-methods study is that a visual-only silent film used as an advance organiser to activate learner prior knowledge, followed by a subsequent full audiovisual presentation (V?V+A), yields the most facilitative effect on L2 learner video comprehension compared with a full audiovisual presentation (V+A) and a visual-only silent film presentation followed by audio-only narration (V?A). The authors showed a video to 124 intermediate L2 English university-level students in Taiwan, and measured their video comprehension using a multiple-choice listening test. They also conducted a survey and a focus group discussion to provide a more comprehensive analysis. The results show the V?A Group was substantially lower in video comprehension performance; the results of the V?V+A Group, however, did not differ substantially from those of the V+A Group. Although the results failed to confirm the hypothesis that a visual-only silent film showing followed by a full audiovisual presentation would be most effective in facilitating video comprehension, the L2 learner preference for and positive response to such a viewing experience contributes to L2 listening pedagogy.

Citation

Li, C.H. (2016). A Comparative Study of Video Presentation Modes in Relation to L2 Listening Success. Technology, Pedagogy and Education, 25(3), 301-315. Retrieved October 21, 2018 from .

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