Using 3-D Virtual Learning Environments to Improve Listening Skill

The recent developments in educational technologies have given opportunity to the use of various Internet-based resources, apps and Interactive Multimedia Software. This variety has provided freedom for foreign language learners to reach multiple sources of technology. The immersive nature of 3-D virtual learning environments such as the Second Life may provide many new opportunities for authentic communication, cooperative creation of content, and multiple modes of information processing in the context of foreign language learning. This chapter will discuss how these new technologies can be used in language classrooms to improve students' listening skill which is important for effective communication. In the digital age, new technologies are repositioning listening as an important ‘new' literacy where new resources can be used to provide a better learning-teaching context. Today's young people known as “digital natives” are born into a digital world, and they spend hours in front of their digital devices.

English Major Students' Attitudes towards Movies and Series as Language Learning Resources

This chapter focuses on the attitudes of the fourth-year English Language Teaching (ELT) students towards strategies related to using movies and series as foreign language learning resources. The subjects were teacher candidates (at a state university in the west of Turkey). The current study demonstrates that foreign-language majors are not immune to downsides of a low-exposure EFL setting. The participants also state that only their family members - but not friends - are likely to cause a shift to the dubbed version of movie/series they want to view in the original language and with L2 captions (intralingual captions / in the source language) otherwise. This study suggests that backseat TV systems on buses can provide solutions. The backseat TV systems are welcome by most of the participants, in particular by those whose intercity travelling habits are found to be quite high.

Intelligent Design of the Post-Listening Tasks in Interactive Multimedia Listening Environments

The objective of this chapter is to clearly demonstrate through concrete examples how affective and efficient post-listening tasks for autonomous intermediate and upper-intermediate (intermediate) language learners can be designed and created in interactive multimedia listening environments (IMLEs) as a part of foreign/second language learning (FLL/SLL) process. Thus, in this chapter, firstly the definition of autonomy is slightly touched on. Secondly, the categorisation of autonomy is briefly explained. Thirdly, a separate part on multimedia listening environments and the nature of the listening stages and tasks in such environments is presented. Mainly and finally, what need to be taken into account in order to be able to design and create pedagogically and psychologically effective and useful post-listening tasks for autonomous intermediate language learners in IMLEs is accounted for in detail.

Design of Multimedia Listening Software

In this chapter, the principles and guidelines that should be borne in mind when designing and developing some digital elements such as ‘instructions', ‘tasks', ‘(reading) texts' and ‘self-assessment tests' in interactive multimedia listening software (MLS) for second/foreign language learning (SLL/FLL) are focused on. The stages of software design and development are categorized into six separate stages: (1) feasibility, (2) setting up a team of experts, (3) designing, (4) programming, (5) testing and (6) evaluating (Turel & McKenna, 2013, pp.188-190). Each stage as well as each digital element of interactive MLS is vitally important in the design and development process of cost effective applications. A wide range of principles and guidelines need to be taken into account at each stage as well as in the design and development of each element so that we can design and develop every single digital element of interactive MLS efficiently. As a whole, all of these can enable us to design ideal and customised/adapted MLS for SLL/FLL.

Interactive Multimedia and Listening

The topic of this chapter is concerned with the use of interactive multimedia in teaching listening skills to English language learners. The chapter starts with the difference between listening and hearing, the definition of interactive multimedia, and interactive multimedia listening environments. Explanation is then given to why listening is so important. The chapter also addresses main types of listening, active listening process, and obstacles to listening. This chapter additionally shows the benefits of and rationales for listening using interactive multimedia resources in comparison with audio-only listening materials regarding visual support, authentic content, comprehensible input, vocabulary acquisition, and student motivation. The chapter concludes by suggesting some Internet sources and materials for listening practice as a part of learning English as a foreign or second language.

Annotating Abstract Vocabulary Using Multimedia

This chapter reports a research study that investigated the effectiveness of multimedia vocabulary annotations (MVAs) in facilitating acquisition of second language (L2) abstract vocabulary. Twenty-one collegiate L2 students read a hypermedia passage that contained marginal MVAs for eighteen unknown abstract words. Their knowledge of these words was assessed immediately after the reading activity and twelve days afterwards. The quantitative data from vocabulary assessments indicated that these students neither acquired more vocabulary knowledge nor retained this knowledge better by using MVAs than using traditional text-only annotations. The qualitative data collected from two questionnaires suggested that the participants had applied various strategies for assessing MVAs and they had encountered certain difficulties in understanding the visuals. The results are interpreted based on multimedia learning and visual perception theories. The implications of the results for designing multimedia L2 reading and listening materials are discussed.

Google Search Applications in Foreign Language Classes at Tertiary Level

Given that it is challenging for EFL teachers to create an input-rich learning environment with ample learning and practice/production opportunities, the integration of online resources into language classes has gained importance recently. Although the effective use of technology in educational settings is viewed as a 21st century skill, the issue of providing EFL learners with systematic training in the use of online search techniques in educational settings has not been explored sufficiently and many learners are not yet aware of how to utilize technological resources for educational purposes. Hence, this chapter aims to investigate how EFL majors in an English preparatory program at a public state university in the west of Turkey use Google searching skills receptively and productively in pedagogical tasks, to highlight how Google search tasks can be used to raise language awareness and to offer suggestions for effective integration of search techniques into teaching EFL at the tertiary level.

The Effectiveness of Multiple Media Tools in L2 Listening

Due to the nature of listening, multiple media tools (e.g., audiocassette players, radio, video, multimedia, and language laboratory) have been utilized in second language (L2) listening instruction for a long time. This chapter recruited the most recently published empirical studies and meta-analyzed available evidence on the effects of different multiple media tools on L2 listening comprehension. The results revealed a medium-to-large effect of multiple media tools on listening comprehension in between-group designs (Cohen's d = .69). The effects of individual multiple media tools have also been statistically synthesized. Further, moderator analysis could help L2 educators and test developers make decisions on applying different multiple media tools in the fields of L2 instruction and assessment. Specifically, subtitles (in the first language/L1) /captions (in the source language/L2), as well as self-regulated listening and slow speed, are recommended to teachers and test developers as a means to improve learners' listening comprehension. In the end, this chapter concludes by identifying potential areas for future research.

Design of the While Listening Activities in Interactive Multimedia Listening Software

This chapter focuses on the design of the while-listening activities while designing and developing interactive multimedia listening software (MLS) that aims to enhance language learners' listening skills as a part of learning English as a second. The language learners' perceptions towards the type (priority) as well as the number of the while listening activities (questions) on screen at one time were investigated. In total, 56 (N = 56) language learners participated in this study. The study was mostly quantitative and partly qualitative in nature. The quantitative results were analysed with SPSS. The qualitative data were analysed by examining the participants' responses gathered from the open-ended questions and semi-structured interviews, and by focussing on the shared themes among the responses. The results reveal that the language learners think that the priority as well as the number of the while listening activities on screen at one time can help as well as hinder their focus and comprehension at the while-listening stage in terms of different aspects.

Effects of Annotations on Inferring Meaning within a Listening Comprehension Environment

In this chapter, the author analyzes students' abilities to understand aural texts while accessing annotated information in a multimedia-based environment. In particular, the study examines inferencing in the aural environment and students' abilities to infer meaning from an aural text when processing it in one of four treatments: the aural passage 1) with no annotations; 2) with pictorial annotations only; 3) with written annotations only or; 4) with written and pictorial annotations. Overall, students who accessed pictorial and/or written annotations most often inferred meaning significantly better compared to those who did not access such annotations. And too, while the relationship of recall and inferencing was highly correlated based on annotation type, the relationship between vocabulary knowledge and inferencing based on annotation type was not strong.