scholarly journals A longitudinal study on language learning vocabulary in L2 Spanish

2018 ◽  
Author(s):  
Cristina Pardo-Ballester
Keyword(s):  
Longitudinal Study ◽  
Language Learning ◽  
Listening Comprehension ◽  
Hybrid Courses ◽  
Input Modality ◽  
Blended Courses ◽  
Test Formats ◽  
Listening Tests ◽  
Video Format

Some learners perform better on listening tests that include visual input instead of only audio (Wagner, 2008) while others have found no difference in the performance of participants in the two test formats (Batty, 2015). These mixed results make it necessary to examine the role of using audio and video in listening comprehension (LC). This study examines the effect of input modality on the learning of new vocabulary with intermediate L2 learners. The study gave four versions of the same text: a baseline in audio format, a baseline in video format, a redundancy-enhanced version in audio format and a redundancy-enhanced version in video format. Three hundred sixty two intermediate learners of Spanish participated in this study over a period of three consecutive semesters. Results about input modality indicated audio or video does not seem to matter in responding correctly to the vocabulary items. However, the redundancy-enhanced version in audio and video formats helped learners to respond correctly to vocabulary items when enrolled in face2face-blended courses compared to online-hybrid courses.

scholarly journals El uso del vídeo en tests de comprensión oral por internet

2016 ◽  
Vol 5 (2) ◽  
pp. 91-98 ◽  
Author(s):  
Cristina Pardo-Ballester
Keyword(s):  
Listening Comprehension ◽  
Multimedia Technology ◽  
Listening Tests ◽  
Midwestern University ◽  
Different Types ◽  
Support Device ◽  
Visual Aid ◽  
L2 Listening ◽  
The Relationship

<p class="AbstractText">With sophisticated multimedia technology, there is a renewed interest in the relationship between visual and auditory channels in assessing listening comprehension (LC). Research on the use of visuals in assessing listening has emerged with inconclusive results. Some learners perform better on tests which include visual input (Wagner, 2007) while others have found no difference in the performance of participants on the two test formats (Batty, 2015). These mixed results make it necessary to examine the role of using audio and video in LC as measured by L2 listening tests. The current study examined the effects of two different types of listening support on L2 learners’ comprehension: (a) visual aid in a video with input modified with redundancy and (b) no visuals (audio-only input) with input modified with redundancy. The participants of this study included 246 Spanish students enrolled in two different intermediate Spanish courses at a large Midwestern university who participated in four listening tasks either with video or with audio. Findings of whether the video serves as a listening support device and whether the course formats differ on intermediate-level Spanish learners’ comprehension will be shared as well as participants’ preferences with respect to listening support.</p>

scholarly journals The Role of Social Media (YouTube and Snapchat) in Enhancing Saudi EFL Learners' Listening Comprehension Skills

2020 ◽  
pp. 1-54
Author(s):  
Wed Nasser Al Harbi
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Listening Comprehension ◽  
English Language ◽  
Female Students ◽  
Target Language ◽  
Control Group ◽  
Efl Learners ◽  
Comprehension Skills

Despite of the importance of listening in EFL learning and teaching, this skill is not getting as much attention as other skills. Therefore, learners are less motivated to depend on their listening comprehension as a tool to help them in the process of language learning. Social media, especially YouTube and Snapchat, can be effectively used as a pedagogical tool to enhance the listening skills of EFL learners, compared with other traditional audio recording tools. The objective of this research is to investigate the role of social media (YouTube and snapchat) as a method of teaching, in order to enhance EFL Saudi learners' listening comprehension skills. The primary goal of this study is to know whether social media is capable of developing EFL listening comprehension skills, and gaining the deeper understanding of the presented materials. In addition, using these tools makes them familiar with the target language culture and it's native speakers. In order to achieve this objective; the researcher used a mixed method to ensure the research validity: a questionnaire and a post-test.The participants of the study were 50 female students studying in English Language Centre at Taif University. They were randomly selected and they divided into two groups: the experiment group consisted of 20 female students and the control group consisted of 30 female students. The experiment group was instructed using (YouTube and Snapchat) as the control group using traditional audio method. Then there is a post-test is given to both groups to measure their listening comprehension performance. The findings of the study showed that using social media (YouTube and Snapchat) can enhance the listening skill of Saudi EFL leaners. The researcher recommends conducting more studies on other samples from different studies, age levels and from different environments like the schools or training institutes.

scholarly journals The Role of Social Media (YouTube and Snapchat) in Enhancing Saudi EFL Learners' Listening Comprehension Skills

2021 ◽  
Author(s):  
Wed Nasser Al Harbi
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Listening Comprehension ◽  
English Language ◽  
Female Students ◽  
Target Language ◽  
Control Group ◽  
Efl Learners ◽  
Comprehension Skills

Despite of the importance of listening in EFL learning and teaching, this skill is not getting as much attention as other skills. Therefore, learners are less motivated to depend on their listening comprehension as a tool to help them in the process of language learning. Social media, especially YouTube and Snapchat, can be effectively used as a pedagogical tool to enhance the listening skills of EFL learners, compared with other traditional audio recording tools. The objective of this research is to investigate the role of social media (YouTube and snapchat) as a method of teaching, in order to enhance EFL Saudi learners' listening comprehension skills. The primary goal of this study is to know whether social media is capable of developing EFL listening comprehension skills, and gaining the deeper understanding of the presented materials. In addition, using these tools makes them familiar with the target language culture and it's native speakers. In order to achieve this objective; the researcher used a mixed method to ensure the research validity: a questionnaire and a post-test.The participants of the study were 50 female students studying in English Language Centre at Taif University. They were randomly selected and they divided into two groups: the experiment group consisted of 20 female students and the control group consisted of 30 female students. The experiment group was instructed using (YouTube and Snapchat) as the control group using traditional audio method. Then there is a post-test is given to both groups to measure their listening comprehension performance. The findings of the study showed that using social media (YouTube and Snapchat) can enhance the listening skill of Saudi EFL leaners. The researcher recommends conducting more studies on other samples from different studies, age levels and from different environments like the schools or training institutes.

scholarly journals Supporting listening comprehension by social network-based interaction in mobile assisted language learning

2021 ◽  
pp. 295-309
Author(s):  
Timothy Read ◽  
Agnes Kukulska-Hulme ◽  
Elena Barcena
Keyword(s):  
Social Network ◽  
Language Learning ◽  
Listening Comprehension ◽  
Research Question ◽  
Direct Extraction ◽  
Mobile Assisted Language Learning ◽  
Third Phase ◽  
Metacognitive Processes ◽  
Motivation And Learning

Listening comprehension is challenging for students because it is more than just the direct extraction of meaning from sound. The literature reflects the need to develop relevant strategies. Teachers typically try to help students structure their learning into three phases: before (pre-), during, and after (post-) listening, emphasizing different cognitive and metacognitive processes. In this paper, the role of MALL (Mobile Assisted Language Learning) is proposed as a way to support this learning process and specifically to scaffold its third phase. A study was carried out with an app that the authors have developed for listening to audio news recordings. There are two versions of this app; the first is a standalone program which the students use on an individual basis. The second links to Facebook to enable students to summarize, share and discuss what they have listened to, thereby refining and consolidating their comprehension. A research question in this study addressed the role of a social network in a MALL app in terms of motivation and learning habits. The results of the study provide pedagogical insights into the answer and the value of including social network-based interaction in a MALL app for the development of listening comprehension.

scholarly journals THE ROLE OF MOTIVATION, STRATEGY USE AND SECOND LANGUAGE APTITUDE IN THE DEVELOPMENT OF LISTENING SKILLS BY ADULT CHINESE LEARNERS

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Peng Zhang
Keyword(s):  
Language Learning ◽  
Strong Predictor ◽  
Strategy Use ◽  
First Year ◽  
Bilingual Students ◽  
Listening Skills ◽  
Listening Tests ◽  
Chinese Learners ◽  
Motivation Strategy

This research has investigated the associations among strategy use, language learning aptitude and motivation and their impact on predicting the development of listening skills of Spanish-Catalan bilingual beginner learners studying Chinese. The participants were 13 Spanish-Catalan bilingual students majoring in International Business and Tourism in a school in Barcelona, taking Chinese as an optional language course for their first year of study. All of them were raised in Catalonia speaking Catalan and Spanish, except for one student originally from Morocco. In addition, all of them had an intermediate level of English (CEFR: B1-B2). The experiment consisted of a motivation questionnaire, Strategy Inventory for Language Learning (SILL), LLAMA_D, a pre-test and three post-tests (i.e. listening tests) in each month during the 3 month research period. The collected data was analysed through the Spearman correlation coefficient and the results of the effects on Chinese listening gains display that motivation was found to be a strong predictor of the development of Chinese listening gains. Strategy use has a significant positive effect, but the very strong correlation was only found in the first stages, the effect decreased later on. Instead, language learning aptitude had a non-significant effect as measured by LLAMA_D. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0740/a.php" alt="Hit counter" /></p>

Sign in / Sign up

Export Citation Format

Share Document