||An investigation on the effectiveness of video-watching on listening comprehension: The relationship among learning styles, motivation, and listening comprehension
||Department of English
||Listening is an important ability in second language (L2) acquisition, and over the past few decades there have been many changes and innovations in L2 listening instruction to improve teaching of listening skills. Utilizing audiovisual as well as audio material to train learners’ listening ability has now become common practice in the English learning classroom, and teachers also are increasingly using supplementary audiovisual tools inclusive of advance organizers and video with captions in order to facilitate learners’ listening comprehension. At the same time, student learning styles and motivation are recognized for continuing to be important in L2 learning. Nonetheless, the extensive literature on L2 listening comprehension reflects that comparatively little research has been conducted on the relationship between listening comprehension and students’ learning styles and motivation. Thus, the major purpose of this study is to investigate the effects of using audio material, audio video material without captions, and audio video material with captions when teaching listening comprehension as well as to investigate the relationship between that use of material and student learning styles and motivation.
The research involved six pedagogical instruments: listening materials (audio, video without captions, and video with captions); a GEPT listening test; three different questionnaires; and interviews. Three experimental groups of 119 freshmen students participated in the study. Three different listening approaches were implemented based on audio-only (AO), video-only (VO), and video with captions (VC) material. For each experimental group, one of the three listening approaches was utilized. Both quantitative and qualitative data were analyzed in order to examine the effectiveness of each of the three listening approaches and to examine the relationship between each listening approach and students’ different learning styles and levels of motivation.
The results of the study showed that both the AO and VC groups performed well on the final listening test while the VO group showed regression on the post listening test. These results, which are the basis for the conclusion of this study, may be of importance for investigating the different benefits of using audio material, audiovisual material without captions, and audiovisual material with captions in teaching listening skills to L2 learners. As well, these results may be of importance in providing English teachers with a better understanding of the effectiveness of utilizing the chosen listening approaches and the relationship between learning comprehension and students’ different learning styles and levels of motivation.
||TABLE OF CONTENTS
CHAPTER ONE 1
1.1 Background of the study 1
1.2 Purpose of the study 2
1.3 Significance of the study 3
1.4 Research questions 3
CHAPTER TWO 5
LITERATURE REVIEW 5
2.1 Learning styles and listening comprehension 5
2.2 Motivation and learning comprehension 9
2.3 Listening comprehension using audio, video and video with captions material 12
CHAPTER THREE 21
3.1 Research design 21
3.2 Participants 22
3.3 Setting 24
3.4 Instruments 25
3.4.1 Listening materials 25
3.4.2 GEPT listening test 28
3.4.3 Questionnaire of learning styles 29
3.4.4 Motivation questionnaire 30
3.4.5 Learners’ perceptions questionnaire 33
3.4.6 Interviews 34
3.5 Procedures 35
CHAPTER FOUR 42
RESULTS AND DISCUSSION 42
4.1 Result for the participants’ learning motivation and learning styles 42
4.1.1 Learning motivation 42
4.1.2 Learning styles 45
4.2 Learners’ perceptions 48
4.2.1 Participants’ perceptions of AO instruction 49
4.2.2 Participants’ perceptions of VO instruction 51
4.2.3 Participants’ perceptions of VC instruction 54
4.3 Effects of listening instructions 56
4.4 The relationship between learning styles and the instructions 58
CHAPTER FIVE 71
5.1 Summary of the major findings 71
5.2 Limitations of the present study 74
5.3 Pedagogical and research implications 75
5.4 Suggestions for future research 75
LIST OF TABLES
Table 3 Procedures for the experiment 39
Table 4.1 Descriptive statistics of motivation survey 43
Table 4.2 A posteriori comparison of motivation survey 45
Table 4.3 Distribution of learners among the eight dimensions of learning styles 46
Table 4.4 Learning styles of each of three groups 47
Table 4.5 Results of AO learner’s perceptions of the listening instruction 50
Table 4.6 Results of VO learner’s perceptions of the listening instruction 52
Table 4.7 Results of VC learner’s perceptions of the listening instruction 55
Table 4.8 Results of pretest and posttest 57
Table 4.9 Comparison of progress made for each group and category 62
LIST OF FIGURES
Figure 3 Procedure of the research 37
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