The Impact of Input Modality and Sensory Mode on Iranian Intermediate EFL Learners’ Listening Comprehension
الموضوعات : نشریه زبان و ترجمه
Saeid Najafi Sarem
1
(PhD Candidate of Applied Linguistics, English Department, Science and Research Branch,
Islamic Azad University, Tehran, Iran)
Hamid Marashi
2
(Associate Professor of Applied Linguistics, English Department, Central Tehran Branch, Islamic Azad University, Tehran, Iran)
الکلمات المفتاحية: Input, listening, Modalities, Sensory Mode,
ملخص المقالة :
This study investigated the influence of different input modalities on the Iranian EFL learners' listening comprehension. After administering a paper-based TOEFL among an initial sample of 120 BA learners, majoring in English language translation, 86 students were selected to participate in this study and were randomly divided into three experimental groups, namely, the audio group (A), the video group (V), and the audio/video/caption (AVC) group. Group A received audio treatment, group two received video intervention, and group three was taught listening through AVC treatment. Also, a TOEFL listening test was used as pretest and posttest. Afterwards, oral interviews were administered to extract the attitudes of 30 % of the learners toward the influence of the received treatment on their listening performance. Two-way ANCOVA revealed that input modality had a significant effect on listening comprehension. Results showed that the audio group had the best performance and the AVC group had the least significant performance. Qualitative findings also confirmed that learners gave their positive support and attitude to audio input modality as the best. These findings have some pedagogical implications the most important of which is the match between input modality and the learners' perceptual modality to help them improve their L2 listening comprehension.
Baddeley, A. D. and G. Hitch (1974). Working memory. Psychology of learning and motivation, Elsevier. 8: 47-89.
Barbe, W. B. and M. N. Milone Jr (1981). "What We Know About Modality Strengths." Educational Leadership 38(5): 378-380.
Brett, P. (2000). "Integrating multimedia into the Business English curriculum: a case study." English for Specific Purposes 19(3): 269-290.
Brinton, D. and W. Gaskill (1978). "Using news broadcasts in the ESL/EFL classroom." Tesol Quarterly: 403-413.
Brinton, D. M. (2001). "The use of media in language teaching." Teaching English as a second or foreign language: 459-475.
Buck, G. (2001). Assessing listening, Cambridge University Press.
Constantinidou, F. and S. Baker (2002). "Stimulus modality and verbal learning performance in normal aging." Brain and language 82(3): 296-311.
Cook, D. A., M. H. Gelula, D. M. Dupras and A. Schwartz (2007). "Instructional methods and cognitive and learning styles in web‐based learning: report of two randomised trials." Medical education 41(9): 897-905.
Creswell, J. W. and V. L. P. Clark (2017). Designing and conducting mixed methods research, Sage publications.
Dekker, S., N. C. Lee, P. Howard-Jones and J. Jolles (2012). "Neuromyths in education: Prevalence and predictors of misconceptions among teachers." Frontiers in psychology 3: 429.
Dornyei, Z. (2006). "The psychology of the language learner: Individual differences in second language acquisition." TESL-EJ 10(1).
Goh, C. (1999). "How much do learners know about the factors that influence their listening comprehension?" Hong Kong Journal of Applied Linguistics 4(1): 17-42.
Gravetter, F. J. and L. B. Wallnau (2016). Statistics for the behavioral sciences, Cengage Learning.
Guichon, N. and S. McLornan (2008). "The effects of multimodality on L2 learners: Implications for CALL resource design." System 36(1): 85-93.
Gustafson, K. and B. Bratton (1984). "Instructional improvement centers in higher education." Journal of Instructional Development 7(2): 2-7.
Hamouda, A. (2013). "An investigation of listening comprehension problems encountered by Saudi students in the EL listening classroom." International Journal of Academic Research in Progressive Education and Development 2(2): 113-155.
Hsia, H. J. (1971). "The information processing capacity of modality and channel performance." AV Communication Review 19(1): 51-75.
Levie, W. H. and R. Lentz (1982). "Effects of text illustrations: A review of research." ECTJ 30(4): 195-232.
Mayer, R. E. (2002). Multimedia learning. Psychology of learning and motivation, Elsevier. 41: 85-139.
Mayer, R. E. and R. Moreno (2003). "Nine ways to reduce cognitive load in multimedia learning." Educational psychologist 38(1): 43-52.
Muraida, D. and J. Spector (1992). Toward effective use of speech in CBI. national conference of the Association of Computer-Based Instructional Systems, Norfolk, VA.
Naimie, Z., S. Siraj, R. A. Abuzaid and R. Shagholi (2010). "Did you cook your lesson based on right recipe?(Accommodating the Students Preferences in Class)." Procedia-Social and Behavioral Sciences 2(2): 383-387.
O’Brien, L. (1990). "Learning channel preference checklist (LCPC)." Rockville, MD: Specific diagnostic services.
Oxford, R. (1990). "Language Learning Strategies: What Every Teacher Should Know. Newburg House/Harper & Row, New York. Now Boston: Heinle & Heinle."
Paivio, A. (1991). "Dual coding theory: Retrospect and current status." Canadian Journal of Psychology/Revue canadienne de psychologie 45(3): 255.
Paivio, A. (2007). Mind and Its Evolution: A Dual Coding Theory Approach. Mahwah, NJ: Lawrence Erlabaum Associates, Inc.
Pashler, H., M. McDaniel, D. Rohrer and R. Bjork (2008). "Learning styles: Concepts and evidence." Psychological science in the public interest 9(3): 105-119.
Peacock, M. (2001). "Match or mismatch? Learning styles and teaching styles in EFL." International Journal of Applied Linguistics 11(1): 1-20.
Reid, J. M. (1987). "The learning style preferences of ESL students." TESOL quarterly 21(1): 87-111.
Rogowsky, B. A., B. M. Calhoun and P. Tallal (2015). "Matching learning style to instructional method: Effects on comprehension." Journal of educational psychology 107(1): 64.
Rubin, J. (1994). "A review of second language listening comprehension research." The modern language journal 78(2): 199-221.
Secules, T., C. Herron and M. Tomasello (1992). "The effect of video context on foreign language learning." The Modern Language Journal 76(4): 480-490.
Sueyoshi, A. and D. M. Hardison (2005). "The role of gestures and facial cues in second language listening comprehension." Language Learning 55(4): 661-699.
Swain, M. (1995). "Three functions of output in second language learning." Principles and practice in applied linguistics: Studies in honor of HG Widdowson: 125-144.
Syodorenko, T. (2010). "Modality of input and vocabulary acquisition."
Tuan, L. T. (2011). "Matching and Stretching Learners' Learning Styles." Journal Of Language Teaching & Research 2(2).
Vandergrift, L. (2007). "Recent developments in second and foreign language listening comprehension research." Language teaching 40(3): 191-210.
Walker, N. (2014). "Listening: The most difficult skill to teach."
Winke, P., S. Gass and T. Syodorenko (2010). "The effects of captioning videos used for foreign language listening activities."
Yıldırım, S. and Ö. Yıldırım (2016). "The importance of listening in language learning and listening comprehension problems experienced by language learners: A literature review." Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi.
