The effect of delivery mode on L2 students' listening comprehension skills: Context versus animated videos

Thumbnail Image
Date
2018-01-01
Authors
Karatay, Leyla
Major Professor
Advisor
Jim Ranalli
Committee Member
Journal Title
Journal ISSN
Volume Title
Publisher
Authors
Research Projects
Organizational Units
Organizational Unit
English

The Department of English seeks to provide all university students with the skills of effective communication and critical thinking, as well as imparting knowledge of literature, creative writing, linguistics, speech and technical communication to students within and outside of the department.

History
The Department of English and Speech was formed in 1939 from the merger of the Department of English and the Department of Public Speaking. In 1971 its name changed to the Department of English.

Dates of Existence
1939-present

Historical Names

  • Department of English and Speech (1939-1971)

Related Units

Journal Issue
Is Version Of
Versions
Series
Department
Abstract

This study investigated the effect of different delivery modes on L2 students’ listening

comprehension. A mixed-methods explanatory research design was used to identify whether

animated videos or context videos facilitated better listening comprehension. Fifty-seven ESL undergraduate/graduate students were recruited from an academic speaking and pronunciation course offered at Iowa State University. The effectiveness of the delivery modes was assessed by the participant’s ability to orally summarize the videos. Two trained raters were recruited to rate participants’ audio-recorded summaries. A one-way ANOVA was used to test for a significant difference between mean scores of the two groups. Also, students’ perceptions of the delivery modes were elicited through a survey and then analyzed thematically to gain a deeper insight into how ESL students viewed each delivery mode. Results showed that students in the animated video group outperformed those in the context video group. In addition, all students in the animated group preferred animated videos. However, one third of the students in the context group reported preferring audio-only listening since they did not find the context videos helpful.

Comments
Description
Keywords
Citation
DOI
Source
Copyright
Wed Aug 01 00:00:00 UTC 2018