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An alternative to language learner dependence on L 2 caption‐reading input for comprehension of sitcoms in a multimedia learning environment
Author(s) -
Li C.H.
Publication year - 2014
Publication title -
journal of computer assisted learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.583
H-Index - 93
eISSN - 1365-2729
pISSN - 0266-4909
DOI - 10.1111/jcal.12019
Subject(s) - active listening , reading comprehension , reading (process) , psychology , comprehension , multimedia , mathematics education , test (biology) , toeic , task (project management) , computer science , linguistics , communication , paleontology , philosophy , biology , programming language , management , economics
Most second/foreign language ( L 2) 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 L 2 learners to provide an alternative to the scenario of L 2 learners experiencing sensory overload in a multimedia learning environment that presents pictures, printed words and speech words. A total of 95 intermediate university‐level L 2 learners with an average TOEIC (Test of English for International Communication) score of 565 were placed in four conditions for an E nglish‐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 L 2 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 L 2 captions in multimedia listening are also discussed. The findings provide insight into teaching listening to L 2 learners who learn most of their L 2 in a more reading‐dependent classroom setting and typically have enhanced L 2 literacy skills.

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