Learners' Attitudes to Repetitious Exposure in Multimedia Listening Software

Vehbi Turel

doi:10.4995/eurocall.2011.16272

Authors

Vehbi Turel The University of Bingol

DOI:

https://doi.org/10.4995/eurocall.2011.16272

Keywords:

Media types, multimedia, listening texts, repetitious exposure, language learning

Abstract

The positive effects of using different types of listening texts (i.e. audio, video) in listening enhancement as a part of foreign language learning are already well known (Turel 2004: 178-84, Tschirner 2001: 310, Ridgway 2000: 182, Borchardt 1999:10, Adair-Hauck et al. 1999: 273, 289, Peter 1994: 202, Hart 1992: 5). As multimedia enables us to combine and present different listening texts on the same digital computer platform more effectively, the same listening texts can be presented to language learners in different forms (Turel 2004: 129-38, Trinder 2002: 79, Heron et al. 2002: 37, Brett 1998: 81, Chanier 1996: 7, Ashward 1996: 80, Brett 1996: 204, Fox et al. 1992: 39, Leffa 1992: 66). In this research, the language learners were provided with listening texts in the form of audio-only and audio-visuals (i.e. audio + visuals, audio + animation, video-only, video + visuals). They were also provided with the opportunity of re-listening to the same audio-only with visuals and audio-visuals without visuals. This study investigated 45 autonomous intermediate and upper intermediate language learners' perceptions of the opportunity of re-listening to the same audio-only with visuals and audio-visuals without visuals through interactive multimedia listening software that aimed to enhance the listening skills of the participants. The results reveal that the language learners are in favour of re-listening to the same audio-only with visuals and audio-visuals without visuals. They believe that such an opportunity improves their listening skills and helps prepare them for the real world.

Downloads

Download data is not yet available.

References

Adair-Hauck, B., L. Willingham-McLain, and B. E. Youngs. (1999). Evaluating the integration of technology and second language learning. CALLICO Journal, 17(2), 269-306. https://doi.org/10.1558/cj.v17i2.269-306

Al-Seghayer, K. (2001). The effect of multimedia annotation modes on L2 vocabulary acquisition: a comparative study. Language Learning & Technology, 5(4), 202-232.

Ashworth, D. (1996). Hypermedia and CALL . In Pennington, M.C. (Ed.), The power of CALL. USA: Athelstan, pp. 79-95.

Bacon, S. M. (1992). Authentic Listening in Spanish: How Learners Adjust Their Strategies to the Difficulty of the Input. Hispania 75(2), pp. 398-411. https://doi.org/10.2307/344077

Baltova, I. (2000). The Effects of Subtitled and Staged Video Input on the Learning and Retention of Content and Vocabulary in a Second Language. Dissertation Abstracts International, A: The Humanities and Social Sciences, 2000, 60, 10, Apr, 3620-A, IS: ISSN 0419-4209.

Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice-Hall.

Baturay, M. H., A. Daloglu and S. Yildirim. (2010). Language Practice with Multimedia Supported Web-based Grammar Revision Material. ReCALL, 22(3), 313-31. https://doi.org/10.1017/S0958344010000182

Borchardt, F. L. (1999). Towards an Aesthetics of Multimedia. Computer Assisted Language Learning,12(1), 3-28. https://doi.org/10.1076/call.12.1.3.5718

Brett, P. (1994). English for Business -Introduction to a Company, The University of Wolverhampton.

Brett, P. (1996a). English for Business: Managing Quality, The University of Wolverhampton.

Brett, P. (1996b). Using multimedia: an investigation of learners' attitudes. Computer Assisted Language Learning, 9(2), 191-212. https://doi.org/10.1080/0958822960090209

Brett, P. (1997). A comparative study of the effects of the use of multimedia on listening comprehension. System, 25(1), 39-53. https://doi.org/10.1016/S0346-251X(96)00059-0

Brett, P. (1998). An intuitive, theoretical and empirical perspective on the effectiveness question for multimedia. In Cameron, K. (Ed.), Multimedia CALL: Theory and Practice. Exeter: Elm Bank Publication, pp. 81-92.

Brett, P. (1999). The design, implementation and evaluation of a multimedia application for second language listening comprehension. Unpublished Ph.D. thesis. The University of Wolverhampton.

Brickell, G. (1993). Navigation and learning style. Australian Journal of Educational Technology, 9(2), 103-114. https://doi.org/10.14742/ajet.2102

Brown, J. D. (1997). Computers in language testing: Present research and some future directions. Language Learning & Technology, 1/1, 44-59.

Carroll, J. B . (1977). On learning from being told. In Merlin C. Wittrock (Ed.) Learning and Instruction. Berkeley, CA: McCutchan, pp. 496-512.

Carson, J. G. and A. Longhini. (2002). Focussing on learning styles and strategies: A diary study in an immersion setting. Language Learning, 52(2), 401-38. https://doi.org/10.1111/0023-8333.00188

Chanier, T . (1996). Learning a Second Language for Specific Purposes within a Hypermedia Framework. Computer Assisted Language Learning, 9(1), 3-43. https://doi.org/10.1080/0958822960090102

Chapelle, C. and J. Jamieson. (1991). Internal and External Validity Issues in Research on CALL Effectiveness (pp. 37-60). In Patricia Dunkel (Ed.), Computer-Assisted Language Learning and Testing: Research Issues and Practice. Newbury House.

Crosby, M. C., J. Stelovsky and D. Ashworth. (1994). Hypermedia as a Facilitator for Retention: A Case Study Using Kanji City. Computer Assisted Language Learning, 7/1, 3-13. https://doi.org/10.1080/0958822940070102

De Ridder, I. (2002). Are We Conditioned to Follow Links? Highlights in CALL Materials and Their Impact on the Reading Process. Computer Assisted Language Learning, 13/2, 183-195. https://doi.org/10.1076/0958-8221(200004)13:2;1-D;FT183

Deville, G., P. Kelly, H. Paulussen, M. Vandecasteele, and C. Zimmer. (1996). The Use of a multi-media support for remedial learning of English with heterogeneous groups of False Beginners. Computer Assisted Language Learning, 9/1, 75-84. https://doi.org/10.1080/0958822960090105

Dunkel, P. (1991). The effectiveness research on computer-assisted instruction and computer assisted language learning. In Patricia Dunkel (Ed.), Computer-Assisted Language Learning and Testing: Research Issues and Practice. Newbury House, pp. 5-36.

Dunn, R. and K. J. Dunn. (1979). Learning style/teaching styles: should they â€¦ can they â€¦ be matched? Educational Leadership, 36, 238-244.

Dunn, R. (1983). Learning style and its relation to exceptionality at both ends of the spectrum. Exceptional Children , 49, 496-506. https://doi.org/10.1177/001440298304900602

Fitz-Gibbon, C. T. (1999). Education: High potential not yet realized, Public Money & Management. 19/1 January-March, 33-40. https://doi.org/10.1111/1467-9302.00150

Fox, J., B. C. Romano-Hvid and J. S. Sheffield. (1992). New perspectives in Modern Language Learning. Employment Department: Group UK, Sheffield.

Gardner, R.C. (1985) Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. Baltimore: Edward Arnold.

Ginther, A. (2002). Context and Content Visuals and Performance on Listening Comprehension Stimuli. Language Testing, 19/2, Apr, 133-67. https://doi.org/10.1191/0265532202lt225oa

Gyselinck, V., C. Cornoldi, V. Dubois, R. De Beni, & M. Ehrlich. (2002). Visuospatial Memory and Phonological Loop in Learning from Multimedia. Applied Cognitive Psychology, 16, 665-85. https://doi.org/10.1002/acp.823

Hart, Ian. (1992). Video, Foreign Languages Teaching and the documentary tradition. System, 20/1, 1-13. https://doi.org/10.1016/0346-251X(92)90003-L

Hegelheimer, V. and C. A. Chapelle. (2000). Methodological Issues in Research on Learner-Computer Interactions in CALL, Language Learning & Technology, 4/1,41-59.

Herron, C., S. Dubreil, C. Corrie, &, S. P. Cole. (2002). A classroom Investigation: Can Video Improve Intermediate-Level French Language Students' Ability to Learn about a Foreign Culture? The Modern Language Journal, 86, 36-53. https://doi.org/10.1111/1540-4781.00135

Hoven, D . (1999). A Model for Listening and Viewing Comprehension in Multimedia Environments. Language Learning & Technology, 3(1), 88-103.

Kalyuga, S. (2000). When using sound with a text or picture is not beneficial for learning. Australian Journal of Educational Technology¸ 16/2,161-72. https://doi.org/10.14742/ajet.1829

Leffa, V . J. (1992). Making foreign language texts comprehensible for beginners: an experiment with an electronic glossary. System, 20(1), 63-73. https://doi.org/10.1016/0346-251X(92)90008-Q

Linebarger, D. L. (2001). Learning to read from Television: The Effects of Using Captions and Narration. Journal of Educational Psychology, 93 / 2, June, 288-298. https://doi.org/10.1037/0022-0663.93.2.288

Little, D. (1995). Learning as dialogue: the dependence of learner autonomy on teacher autonomy. System 23/2, 175-82. https://doi.org/10.1016/0346-251X(95)00006-6

Mangiafico, L. F. (1996). The Relative Effects of Classroom Demonstration and Individual use of Interactive Multimedia on Second Language Listening Comprehension. Unpublished Ph.D. thesis (Faculty of Graduate School of Vanderbilt University).

Masgoret, A. M. and R. C. Gardner. (2003). Attitudes, Motivation, and Second Language Learning: A meta-analysis of studies conducted by Gardner and associates, Language Learning, 53/1, 123 - 63. https://doi.org/10.1111/1467-9922.00212

McLoughlin, C . (1999). The implications of the research literature on learning styles for the design of instructional material. Australian Journal of Educational Technology, 15(3), 222-41. https://doi.org/10.14742/ajet.1859

Moreno, R. and R. E. Mayer. (2002). Verbal redundancy in Multimedia Learning: When reading helps listening, Journal of Educational Psychology, 94/1 Mar, 156-163. https://doi.org/10.1037/0022-0663.94.1.156

Mueller, G. (1980). Visual Contextual Cues and Listening Comprehension: An Experiment. Modern Language Journal, 64, 335-40. https://doi.org/10.1111/j.1540-4781.1980.tb05202.x

Munn, P. and E. Drever. (1995). Using Questionnaires in Small-scale Research. SCRE Publication.

Nicholson, A. Y. W. and J. Y. K. Ngai, (1996). Managing the development and production of interactive multimedia courseware in education, Australian Journal of Educational Technology, 12(1), 35-45. https://doi.org/10.14742/ajet.2034

Nunan, D. (1993) Research Methods in Language Learning. USA: Cambridge University Press.

Norusis, M. J. (1998). SPSS 8.0 Guide to Data Analysis, Prentice-Hall, Inc., New Jersery.

O'Malley, J.M., A.U. Chamot, G. Stewner-Manzanares, R.P. Russo and L. Kupper. (1985). Learning strategy applications with students of English as a Second language, TESOL Quarterly, 19(3), 557-584. https://doi.org/10.2307/3586278

Ortega, L. (1997). Process and Outcomes in Networked Classroom Interaction: Defining the Research Agenda for L2 Computer-Assisted Classroom Discussion, Language Learning & Technology , 1(1), 82-93.

Paivio, A. (1986). Mental representation: A dual coding approach, New York: Oxford University Press.

Peter, M. (1994). Investigation into the Design of Educational Multimedia: Video, Interactivity and Narrative. Unpublished Ph.D. thesis (Open University).

Reid, J. M. (1987). The Learning Style Preferences of ESL Students. TESOL Quarterly, 21(1): 87-111. https://doi.org/10.2307/3586356

Ridgway, T. ( 2000). Listening strategies - I beg your pardon? ELT Journal, 54(2), 179-185. https://doi.org/10.1093/elt/54.2.179

Robinson, P. (1995). Review article: attention, memory and the 'noticing' hypothesis. Language Learning, 45(1), 283-331. https://doi.org/10.1111/j.1467-1770.1995.tb00441.x

Robinson, Gail L. (1991). Effective feedback strategies in CALL: Learning theory and empirical research. In Patricia Dunkel (ed.) Computer-Assisted Language Learning and Testing: Research Issues and Practice, Newbury House, pp. 155-68.

Robinson, Gail L. (1989). The CLCCS CALL Study: Methods, Error Feedback, Attitudes, and Achievement" (pp. 119-33). In W. M. Flint Smith (ed.), Modern Technology in FLE: Applications and Project.

Rubin, Joan. (1994). A Review of Second Language Listening Comprehension Research, The Modern Language Journal, 78, 199-221. https://doi.org/10.1111/j.1540-4781.1994.tb02034.x

Ruhlmann, Felicitas. (1995). Towards Replacement of the Teaching Processs: The Emulation of the Teaching Process with CAL and its Implications for the Design of A Multimedia CAL Tutorial. Computer Assisted Language Learning, 8/1, 45-61. https://doi.org/10.1080/0958822950080104

Schmidt, Richard W. (1990). The role of consciousness in second language learning. Applied Linguistics, 11/2, 129-158. https://doi.org/10.1093/applin/11.2.129

Schmidt, R. and S. Frota. (1986). Developing basic conversational ability in a second language: a case study of an adult learner of Portuguese. In R. Day (ed.), Talking to learn: Conversation in Second Language Acquisition. Rowley, Mass.: Newbury House.

Secules, T., C. Herron and M. Tomasello. (1992). The Effects of Video Context on Foreign Language Learning. The Modern Language Journal, 76, 480-90. https://doi.org/10.1111/j.1540-4781.1992.tb05396.x

Seliger, H. W. &, E. Shohamy. (1995). Second Language Research Methods. Oxford University Press.

Skinner, B. F. (1953). Science and Human Behaviour. New York: Macmillan.

Soboleva, Olga. and N. Tronenko. (2002). A Russian Multimedia learning package for classroom use and self-study, Computer Assisted Language Learning, 15/5, 483-99. https://doi.org/10.1076/call.15.5.483.13470

Stevens, V. (1995). A study of student attitudes toward CALL in a self-access student resource centre. System, 19/3, 289-99. https://doi.org/10.1016/0346-251X(91)90053-R

SPSS Base 7.0 for Windows User's Guide, 1996, USA.

Sweller, J. (1999). Instructional Design. Melbourne: ACER.

Tschirner, E. (2001). Language Acquisition in the Classroom: The Role of Digital Video. Computer Assisted Language Learning, 14(3-4), 305-19. https://doi.org/10.1076/call.14.3.305.5796

Trinder, R. (2002). Forum: Multimedia in the Business English Classroom: The learners' point of view. Computer Assisted Language Learning, 15(1), 69-84. https://doi.org/10.1076/call.15.1.69.7291

Turel, V. (2011). Beginning Kurmanji Kurdish. CALICO Journal, 28/3, forthcoming. https://doi.org/10.11139/cj.28.3.766-776

Turel, V. (2010a). Advanced Turkish. ReCALL , 22 (3), pp. 396-401, UK. https://doi.org/10.1017/S0958344010000224

Turel, V. (2 010b). The Use of Many Listening Media-types in one Multimedia Listening Application, Proceedings Book, Volume III, IETC - April 26-28, pp. 1601-1612, Istanbul, Turkey.

Turel, V . (2004). Design of Multimedia Software: Investigating the Design of Some Elements of Interactive Multimedia Listening Software for Autonomous Intermediate Language Learners. Unpublished Ph.D. Thesis, The University of Manchester, UK.

Turel, V. (2003). Beginning Turkish. CALICO Journal, 20(3), 592-602.

Turel, V. (2000). Talk Now! Learning Turkish. CALICO Journal, 18(1), pp. 91-100. https://doi.org/10.1558/cj.32653

Ur , P . (1992). Teaching Listening Comprehension, Avon: Great Britain, CUP.

Zhao, Y. (1997). The Effects of Listeners' Control of Speech Rate on Second Language Comprehension. Applied Linguistics, 18/1, March, 49-68. https://doi.org/10.1093/applin/18.1.49