英文聽力在台灣英語教育的環境下長久以來都被邊緣化，隨著教育部新政策的施行，英聽正式納入大學入學考試的項目之一，英語教育的環境也因此正面臨著改變，不僅如此，科技的發達也為聽力的教學注入一股活水，頻繁應用網路影片於課程中即是個範例。然而，如何應用影片於聽力教學卻也是問題所在，例如：學生是否有專注於觀看影片？如何選擇適當的影片進行教學？觀看影片是否真的就能提升英語聽力能力？有鑑於此，本文旨在探討影片教學對於學生聽力能力與看法之相關研究。
研究對象選取一百二十七位來自兩班大一英聽語練課的學生，參與為期八週實驗，隨機分配為實驗與對照組，實驗組實施影片聽力教學法，對照組只需觀看影片，兩組同學均觀看美國情境喜劇《六人行》並完成全民英檢中級聽力前後測、影片小考學習單、英聽看法之問卷前後測，且從實驗組中選出八位同學進行一對一深度訪談。量化結果顯示影片聽力教學法有助於提升學生的聽力能力，並且訓練同學聽力的認知發展，但在語言能力與情感層面的發展並無顯著差異。訪談分析呈現與量化分析一樣的結果，學生也提出更深層面的看法：其一，除了觀看影片外，若有額外考試技巧教學的輔助，成效可能會更好；其二，學生一般英語學習的經驗會影響他們對英聽學習的付出；其三，觀看影片通常能夠降低生英聽的焦慮程度，但學生的專注力與字幕的有無仍有可能影響焦慮程度。本研究顯示此影片聽力教學法的可行性，並倡導檢驗學生能力的同時也要將學生的看法納入考量。

Listening comprehension has long been marginalized in Taiwanese English education (Chen & Tsai, 2012; Chou, 2013, 2015). Such learning environment is undergoing a change due to the inclusion of Test of English Listening Comprehension (TELC) for college admission (Chou, 2015; Liao & Yeldham, 2015). In addition to the transformation, technical advances also bring vitality into methods of teaching listening, which is evidenced by the frequent use of videos through online resources. However, some pedagogical concerns occur: how to maintain students’ interest during watching, how to select a proper video and present it with instructional activities and how to ascertain effects of video-watching on listening comprehension. With respect to the concerns, the present study attempts to investigate the effects of video-watching on listening comprehension and students’ perceptions.  
Participants from two classes of English Drills (N = 127), conducted by the researcher, were randomly arranged as an experimental group receiving video-watching instruction (VWI) and a control group receiving video-watching only. The experiment was implemented by the use of the American sitcom, Friends, followed by GEPT mock listening tests (pre- and post-tests), video-watching tasks, pre- and post-Listening Perception Questionnaire (LPQ) and interviews. The quantitative results showed that VWI assists the participants in improving listening comprehension and helps foster the cognitive development of listening learning, but not the linguistic and affective development. There was a consistency of research findings between the results of the quantitative and qualitative methods used in this study, and the interviewees also provided complementary insight into VWI. First, students need supplementary listening materials to practice test-preparation skills. Second, students’ general English learning experience determines whether they are willing to invest efforts in learning English listening. Third, although videos are theoretically beneficial for reducing listening anxiety, there are still other factors (i.e. attention spans and captions) that might affect the interviewees’ anxiety. These findings suggest VWI is a viable listening method and students’ perceptions should be considered appropriately.

TABLE OF CONTENTS
ACKNOWLEDGEMENTS	I
CHINESE ABSTRACT	II
ABSTRACT	III
TABLE OF CONTENTS	V
LIST OF TABLES	VIII
 CHAPTER ONE INTRODUCTION	1
1.1	Background of the study	1
1.1.1	Overview of EFL listening in Taiwanese learning contexts	1
1.1.2	Overview of the use of video in Taiwanese language classrooms	3
1.2	Focus of the study	4
1.3	Purpose of the study	4
1.4	Significance of the study	4
1.5	Research questions	6
 CHAPTER TWO LITERATURE REVIEW	7
2.1	Components of listening skills	7
2.2	Listening instruction	9
2.2.1	Importance and misconceptions of listening on proficiency	9
2.2.2	Active involvements in listening	10
2.2.3	Empirical studies of listening instruction	11
2.2.4	The current situation of listening instruction in Taiwan	14
2.3	The use of videos in listening instruction	15
2.3.1	Advantages of video-watching	15
2.3.2	Related research on video-watching and listening	18
2.4	Students’ perceptions towards video-watching	22
 CHAPTER THREE MTHODOLOGY	26
3.1	Introduction	26
3.2	Participants	27
3.3	Data collection	28
3.3.1	Materials	28
3.3.2	Video-watching instruction (VWI)	29
3.3.3	Treatment	30
3.3.4	Instruments	31
3.3.5	Procedures	37
3.4	Data analysis	39
3.5	Summary	39
 CHAPTER FOUR RESULTS AND DISCUSSION	41
4.1	Introduction	41
4.2	Effects of VWI	41
4.2.1	Results of the pre- and post-GEPT mock listening tests	42
4.2.2	Results of the six VW tasks	44
4.3	The participants’ perceptions towards VWI measured by LPQ	46
4.3.1	Results of LPQ – the Linguistic domain	46
4.3.2	Results of LPQ – the Cognitive domain	49
4.3.3	Results of LPQ – the Affective domain	52
4.4	The participants’ perceptions towards VWI measured by interviews	57
4.4.1	General English learning and listening learning experience	57
4.4.2	Experience of video-watching	65
 CHAPTER FIVE CONCLUSION	71
5.1	Conclusions of the major findings	71
5.1.1	Effects of VWI	71
5.1.2	Students’ perceptions of VWI measured by LPQ and interviews	72
5.2	Limitation of the present study	74
5.3	Suggestions for future research	76
REFERENCES	78
APPENDICES	88

LIST OF TABLES
Table 3.1 Overall information of the participants	28
Table 3.2 Steps of video-watching class sessions	31
Table 3.3 Listening Perception Questionnaire	35
Table 3.4 Information about the interviewees	36
Table 3.5 Procedures for the experimental group	37
Table 3.6 Procedures for the control group	38
Table 4.1 GEPT listening pre- and post-tests BETWEEN the two groups	42
Table 4.2 GEPT listening pre- and post-tests WITHIN the two groups	44
Table 4.3 VW Tasks BETWEEN the two groups	44
Table 4.4 VW Tasks WITHIN the two groups	45
Table 4.5 The results of LPQ – the Linguistic Domain	47
Table 4.6 Descriptive analysis of the post-LPQ – Linguistic Domain	48
Table 4.7 The results of LPQ – the Cognitive Domain	50
Table 4.8 Descriptive analysis of the post-LPQ – Cognitive Domain	52
Table 4.9 The results of LPQ – the Affective Domain	53
Table 4.10 Descriptive analysis of the post-LPQ – Affective Domain	56
Table 4.11 Information of the interviewees	57
Table 4.12 Information of the interviewees’ listening experience	64
Table 4.13 The interviewees’ adoption of linguistic and cognitive skills	70

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