Comparison of the impacts of different multimodalities on incidental L2 vocabulary learning

Multimodality of input in incidental L2 vocabulary learning has recently been a topic of interest among language acquisition researchers, yet the results have been somewhat contradictory. This study seeks to compare the impacts of two different multimodalities on incidental L2 vocabulary learning, namely, reading-plus-watching (experimental group I) vs. reading-plus-listening (experimental group II), as compared to the reading only condition, which is included as a control measure. Experimental group I watched and read the transcriptions of four news texts with electronic glosses for the target words, while experimental group II read and listened to the same news texts again with electronic glosses for the same 20 target words. Next, the two experimental groups swapped roles with a new set of four news texts glossed for another group of 20 target words. The control group only read the same eight news texts without glosses. The results suggest that reading-plus-listening can be a more conducive multimodal presentation for incidental vocabulary learning as compared to reading-plus-watching. The results also challenge the validity of some principles of the Cognitive Theory of Multimedia Learning in incidental L2 vocabulary learning, while providing supporting evidence for some other principles

YouTube in the EFL Classroom and Listening Comprehension – A Corpus-Based Study

Bruk av YouTube-videoer i klasserommet har blitt mer og mer vanlig siden opprettelsen av YouTube i 2005. Spesielt i engelskundervisningen kan slike videoer åpne et vindu inn til den verden som engelsktalende mennesker lever i. Som lektorstudent har jeg fått et inntrykk av at lærere liker å bruke YouTube-videoer fordi de tror at elever vil forstå mer av videoer enn av en vanlig tekstbok, samt at videoer bidrar til variasjon i undervisningen. Videre har jeg også inntrykk av at lærere velger slike videoer ut ifra innhold ¬– ikke etter hvor mye de forventer at elevene skal skjønne. Slike videoer krever mye av elevenes lytteferdigheter og de må prosessere alt som skjer på skjermen i løpet av kort tid. Uten å tenke over det kan lærere ende opp med å velge videoer som setter høye leksikalske krav til elevene fordi ordforrådet som kreves for å forstå videoene er høyere enn hva elevene har, og/eller fordi videoene inneholder alt for mange elementer på en og samme tid. Det er dessverre lite forskning på bruk av YouTube-videoer i engelskundervisningen. Denne oppgaven ønsker å sette søkelyset på dette feltet, her ved å undersøke de leksikalske kravene lærere plasserer på elevene sine når de viser slike videoer i klasserommet. Den ønsker også å undersøke hvordan ord blir presentert (som for eksempel skrevet tekst eller tale) og hvilke konsekvenser dette har for elevers lytteforståelse av videoene. Oppgaven er en korpus-basert studie bestående av transkripsjoner fra 20 BBC News videoer fra YouTube. Det teoretiske rammeverket er basert på kognitive teorier som forklarer hvordan mennesker prosesserer lyd og bilder og hvilken påvirkning ulike elementer i en video kan ha på en elevs lytteforståelse. Resultatene viser at et ordforråd på 3,000 ordfamilier gir kjennskap til 95% av innholdet, hvorav 5,000 ordfamilier gir 98% forståelse. Samtidig er tale den mest brukte måten å presentere ord på i videoene etterfulgt av skrevet tekst. Halvparten av videoene bruker både tale og tekst samtidig for å presentere de samme ordene. I lys av prinsipper for multimedia læring kan tale sammen med bilder øke forståelsen. Blir tale, tekst og bilde brukt samtidig kan dette forstyrre elevens oppmerksomhet og føre til redusert forståelse. Man kan også anta at ord som blir brukt i to moduser for å presentere den samme informasjonen er overflødig. Studien viser at lærere må være bevisste på hvilke krav de setter til elevene sine i møte med videoer. Dette fordi videoene kan være leksikalsk utfordrende, samtidig som måten ordene blir vist på enten kan være til hjelp eller til hindring av forståelsen.Engelsk mastergradsoppgaveMAHF-LÆFRMAHF-ENGMPENGLZMPHFFAKENG35

The effect of active reading software on saudi efl learners’ reading comprehension skills

The present study investigated the effects of technology-integrated instruction on reading comprehension skills of the undergraduate EFL learners at Majmaah University, Saudi Arabia. The experimental study utilized Active Reading Software (ARS) as a technological tool to examine its efficacy on reading comprehension at literal, interpretative, critical, and creative levels. The study also attempted to explore the influence of ARS instruction on learners’ attitudes towards learning reading comprehension. The variables of the study were analyzed and described based on a theoretical framework that included Schema theory, Rumelhalt (1980) and Meyer’s (2005) Cognitive Theory of Multimedia Learning (CTML). This study employed a sequential explanatory mixed-method approach following a quasi-experimental pretest posttest design for collecting the quantitative and qualitative data of the research. The study utilized 60 male participants studying English as a foreign language at Majmaah University, Saudi Arabia. Randomization procedure was used to cluster two intact groups into experimental and control groups. Quantitative data were obtained via reading achievement tests and questionnaire surveys while qualitative data were procured through semi-structured interviews. Analysis of quantitative data made use of statistical package SPSS 22, whereas qualitative data of the study were evaluated using thematic data analysis procedure. Findings of the study pointed out a significant difference in the mean scores of the experimental groups involved in the study in terms of reading achievement. The mean score of the experimental groups on reading posttest was higher than that of the control group. The conclusion was drawn from the findings that using ARS as a learning tool had significant impacts on learners’ reading achievement. The findings of this study demonstrated that ARS is an effective learning tool for enhancing reading comprehension skills since the ARS instruction focused on aspects that could improve learners’ comprehension skills. These aspects included using authentic learning materials, activation of prior or background knowledge, positive learning attitudes, interactive learning activities, individualized and stress- free learning environment. The results of the current study also showed that the participants in the experimental group performed better than the control group because they received the learning input in a conducive environment, which helped them improve their reading proficiency. In the ARS instruction, the learning materials were presented using dual-channel (auditory and visual). Thus, the nature of learning materials used in ARS reading sections and the mode of presentation have encouraged learners to involve actively in the learning process to construct meaningful information based on their prior knowledge. Furthermore, the findings also revealed positive attitudes of learners towards ARS in terms of perceived ease of use, perceived usefulness, user-friendly interface design and retention, all of which are factors that could contribute to technology acceptance and integration in the learning process. Therefore, the current study based on the findings suggests that the use of ARS as a learning tool can be effective in improving learners' reading comprehension skills and learners’ attitudes towards the adoption and integration of technology-based learning in language classes

Does Mode of Input Affect How Second Language Learners Create Form–Meaning Connections and Pronounce Second Language Words?

This study examined how mode of input affects the learning of pronunciation and form–meaning connection of second language (L2) words. Seventy-five Japanese learners of English were randomly assigned to 1 of 3 conditions (reading while listening, reading only, listening only), studied 40 low-frequency words while viewing their corresponding pictures, and completed a picture-naming test 3 times (before, immediately, and about 6 days after treatment). The elicited speech samples were assessed for form–meaning connection (spoken form recall) and pronunciation accuracy (accentedness, comprehensibility). Results showed that the reading-while-listening group recalled a significantly greater number of spoken word forms than did the listening-only group. Learners in the reading-while-listening and listening-only modes were judged to be less accented and more comprehensible compared to learners in the reading-only mode. However, only learners receiving spoken input without orthographic support retained more target-like (less accented) pronunciation compared to learners receiving only written input. Furthermore, sound–spelling consistency of words significantly moderated the degree to which different learning modes impacted pronunciation learning. Taken together, the findings suggest that simultaneous presentation of written and spoken forms is optimal for the development of form–meaning connection and comprehensibility of novel words but that provision of only spoken input may be beneficial for the attainment of target-like accent

Multimedia Input Modes, the Modality Principle, and the Redundancy Principle for University ESL Students’ Learning

This study compared three multimedia input modes in the modality and redundancy principles (Mayer, 2009) in terms of university ESL (English as a Second Language) students’ learning and examined the applicability of the modality and redundancy principles for ESL students. Mayer’s modality and redundancy principles (2009) inform the design of effective multimedia lessons. However, the two principles originally stemmed from experimental studies examining students’ learning in their native language and did not include ESL students in the discussion. Based on the modality and redundancy principles, added on-screen text and graphics lead to an overload in learner’s visual channel, which undermines learning (Clark & Mayer, 2011). For ESL students’ multimedia learning, the cognitive theory of multimedia learning (Mayer, 2009) suggests that on-screen text in the input modes of graphics + text and graphics + audio + text might overload the visual channel to impede learning. However, according to the cognitive load theory (Sweller, 2014), text might also reduce the processing demands for identifying and decoding auditory input to facilitate learning. Due to the limited number of empirical studies, it was inconclusive if verbatim text aids or hinders ESL students’ learning, and it was unclear if the modality and redundancy principles apply for ESL students. An initial Study addressed common validity issues, such as lack of control of instruments and materials, in related studies, and it quantitatively tested the applicability of the modality and redundancy principles for ESL students’ learning. Both knowledge retention and vocabulary test results indicated that input modes did not have an impact on ESL students’ learning, and consequently the modality and redundancy principles were insignificant. An additional study, Study 2, addressed the implementation issues and limitations of Study 1 to provide more rigorous findings. Based on the findings of both Study 1 and Study 2, the modality and redundancy principles did not apply for ESL students’ content knowledge and vocabulary learning when certain multimedia learning principles were followed. Both Study 1 and Study 2 extended Mayer’s modality and redundancy principles by examining their applications to ESL students, as well as provided empirical evidence for designing effective multimedia instruction for ESL students

How Does Mode of Input Affect Incidental Vocabulary Learning

This study investigated the extent to which different modes of L2 input contributed to vocabulary learning. One hundred and seventy-three EFL university students in China were randomly assigned to six groups, each of which was presented with the same full-length documentary in different modes: reading the transcript, listening, viewing with captions (VC), viewing without captions (VNC); silent viewing with captions (SVC), and a non-treatment control mode. A checklist-test and a multiple-choice test were designed to measure knowledge of the target words. Participants also completed the Vocabulary Levels Test (Webb, Sasao, & Ballance, 2017). The results showed that L2 incidental vocabulary learning occurred in all of the experimental modes, but no significant differences were found between them. Positive correlations were detected between vocabulary levels and vocabulary gains in the VC and SVC groups. Only in the VC group was frequency of occurrence of target vocabulary found to affect learning

The Effects of Audio Comedy Test on Listening Comprehension Skills of EFL Learners

This study aims to investigate the effects of audio comedy on English listening comprehension test results of English as a Foreign Language (EFL) learners. The English listening test comprises four sections; each section has a seven-minute comedy audio mode and 13 questions, and participants listen to the four sections successively. This study was conducted with 117 sophomore, junior and senior students at Sebelas Maret University in Indonesia. Two-way Analysis of Variance (ANOVA) was adopted to distinguish between male and female students on the four successive test sections measuring English listening comprehension skills. The findings are: 1. Successive practice tests will stimulate English listening skills; and 2. Successive practice tests will improve students’ English listening skills. The comedy audio mode creates a low-stress English listening atmosphere and reduces the learner’s anxiety

Extensive viewing of captioned and subtitled TV series: a study of L2 vocabulary learning adolescents

This study aims at exploring the potential of extensive TV viewing for L2 vocabulary learning, and the effects associated with the language of the on-screen text (L1 or L2), type of instruction (pre-teaching target items or not) and learners' proficiency. A total of 106 secondary school students (Grade 8) divided into 4 classes participated in a one-year pedagogical intervention, viewing 24 episodes of a TV series under four experimental conditions with each class being assigned to a different treatment: (1) captions and pre-teaching, (2) captions and non-pre-teaching, (3) subtitles and pre-teaching, and (4) subtitles and non-pre-teaching. Following a pre-/post-test design, form recall and meaning recall gains were examined. Results showed that participants learnt vocabulary in all four conditions, with greater gains in recalling form than in recalling form and meaning. The analysis also showed that, overall, groups that were pre-taught the target items performed better, independently of the language of the on-screen text. An important finding is the role of learners' proficiency prior to the intervention, with higher proficiency related to higher gains. The study contributes to the area of foreign language learning through audio-visual input with results from a longitudinal, classroom-based study with adolescent learners

The Effects of Audiovisual Input on Second Language Learning: A Meta-Analysis

This meta-analysis investigates the contributions of viewing audiovisual input on second language (L2) learning. We calculated 75 effect sizes from 56 experiments (n = 1954). We assessed the effects of audiovisual input on language learning using a within-group (pre-post) meta-analytic approach. The extent to which fifteen moderator variables influenced results was assessed. Several methodologically and pedagogically relevant results were found. Results showed that a) there was a medium effect of audiovisual input on L2 learning (g = 1.01); b) no differences were found between the effects of viewing audiovisual input on different areas of L2 learning (vocabulary, grammar, pronunciation, speaking, listening proficiency); and c) video category had a significant impact on L2 learning with entertainment-focused videos (e.g., TV series, movies, and mixed videos) yielding lower effects than educational videos (e.g., TED Talks, documentaries, and language-focused). These findings along with future research directions for L2 learning through audiovisual input are discussed

Augmenting efl vocabulary learning and reading comprehension through mobile phone-based vocabulary learning tasks and computer-based reading activites

EFL reading is a crucial input that is central to one’s academic progress, work environment, and social interactions. EFL reading is a complex process because there are many factors that play their part in successful reading experience. EFL vocabulary is one the most important factors in reading process as it provides the basis for the interaction between the text and the reader. Experts have been hard at work to devise means and ways to improve EFL reading comprehension. Since technology has permeated our lives, they have turned to technology to assist in the process of EFL reading. The use of technology in EFL reading instruction has been through two platforms: computers and mobile phones. The present study seeks to combine the affordances of these two platforms to augment EFL vocabulary learning and reading comprehension of students in Preparatory Year Programme (PYP) at a public university in the Kingdom of Saudi Arabia. It also aims to study the students’ attitude towards EFL in general and towards the combined usage of these platforms to enhance EFL reading comprehension and EFL vocabulary learning in particular. The participants were students (N = 131) divided into four preformed groups, (n = 65) male and (n = 66) female students. The study spanned a period of six weeks and had a mixed methods design. One group of males (n = 32) and one of females (n = 34) formed the control group while the other two groups of males (n = 33) and females (n = 32) were given the treatment. Research instruments used for data collection were an achievement test, two questionnaires and a semi-structured interview protocol. All data collection instruments were developed by the researcher and were piloted, for reliability and consistency. The treatment comprised of two strands that were vocabulary instruction and reading comprehension. The subjects in the treatment condition received multi glossed vocabulary through mobile phones using WhatsApp tool while computer-generated reading activities made with Hot Potatoes tool were administered in language laboratory. The control groups were taught through traditional classroom method which follows a presentation, practice and production model. Pre-test and post-test data and data from questionnaires were analysed through descriptive statistics and inferential statistics. Data from the semi-structured interviews was discussed qualitatively. Findings of the study revealed that the treatment groups outperformed their counterparts in the control groups both in vocabulary and reading comprehension components of the achievement test. Results of the questionnaire for the treatment group showed that the treatment had positive impact on attitudes and perception of the participants towards EFL reading in general and they reported positive attitudes towards the use of WhatsApp and Hot Potatoes as learning platforms. The findings also indicated that there was no statistically significant difference in the performance of male and female groups in treatment group on the basis of gender. The results of the study highlighted yet again that technology can be used as an effective assistive tool to augment vocabulary learning and to enhance reading comprehension skills of EFL learners. The findings of the study also suggested that simple computers and mobile phones can be used as learning platforms