This study aims at finding the effect of video-based tasks in improving the listening comprehension ability of Iranian pre-intermediate EFL (English Foreign Language) learners. After determining the level of learners, an experimental and control group, each of 20 participants, were nominated to contribute to the study. From the time the pre-test was administered to each group, the experimental group was taught by a course of instruction based on video tasks for teaching listening comprehension. The control group was directed by a course of instruction only based on audio materials. Paired Samples T-test computation was utilized by SPSS software to calculate the level of significant difference in pre-and post-tests. Results show that teaching listening on the basis of video-based tasks has a significant effect on learners' listening comprehension in realizing and understanding the authentic language more effectively. 30Resumen El estudio tiene como objetivo conocer el efecto de usar actividades basadas en videos para mejorar la habilidad/destreza de comprensión auditiva de los estudiantes iraníes de inglés nivel intermedio. Después de determinar el nivel de inglés de los estudiantes, se crearon dos grupos, un grupo experimental y un grupo de control, cada uno conformado por 20 estudiantes, los cuales fueron seleccionados para contribuir al estudio. Desde el momento en que fue administrado el test diagnóstico a cada uno de los grupos; el grupo experimental recibió actividades basadas en videos para la enseñanza de la comprensión auditiva. El grupo de control recibió instrucción basada únicamente en materiales de audio. Para el cálculo de las muestras apareadas del test t se utilizó el programa de análisis estadístico (SPSS) versión 20, el cual permitió conocer el nivel de diferencias significativas en el test diagnóstico inicial y los posteriores. Los resultados revelan que la enseñanza de la destreza auditiva basada en actividades utilizando videos tiene un efecto significativo en la comprensión auditiva de los estudiantes para desarrollar y entender el idioma de una forma más auténtica y eficaz. Palabras clave: tareas, aprendizaje basado en tareas (TBLL), comprensión auditiva, motivación, actividades basadas en videosResumo O estudo tem como objetivo conhecer o efeito de usar atividades baseadas em vídeos para melhorar a habilidade/destreza de compreensão auditiva dos estudantes iranianos de inglês nível intermédio. Depois de determinar o nível de inglês dos estudantes, criaram-se dois grupos, um grupo experimental e um grupo de controle, cada um conformado por 20 estudantes, os quais foram selecionados para contribuir ao estudo. Desde o momento em que foi administrado o teste diagnóstico a cada um dos grupos; o grupo experimental recebeu atividades baseadas em vídeos para o ensino da compreensão auditiva. O grupo de controle recebeu instrução baseada unicamente em materiais de áudio. Para o cálculo das amostras em pares do teste t se utilizou o programa de análise estatístico (SPSS) versão 20, o qual p...
The prominence of technology has always been booming since computers generated new lanes for human to make use of high-tech for many different purposes. Utilizing computers for learning goals, among many, is one of the main concerns followed by educational issues in teaching and learning, especially, of a new language. Computer-assisted language learning (CALL) is known as a branch of language studies which focuses on teaching and learning of a new language through applications of computers in language learning contexts. Many books, articles, reviews, and etc. being published regularly consider one or some issues related to the CALL. To this, researchers have tried to introduce or evaluate particular application of CALL in the mentioned field. Cameron (1988, p. 15) reasons that “The fact that there are so many different types of CALL programs in existence illustrates the futility of attempting to define a single set of program principles or structures to fit all situations.” Other subordinate technologies interconnected to the computerized exemplar have arrived the inclined in practice. For example, information communication technology (ICT) “has been integrated within the overall design of the methodology used in the language learning process is a key factor.” (Zhang, 2012, p. 8). Other similar well-intentioned works can be referred to as (Holland & Fisher, 2008; Donaldson & Haggstrom, 2006; Thomas, Reinders, & Warschauer, 2013) which consider discussions of series of actions taken as regards the CALL subject. Beatty’s “teaching and research in computer-assisted language learning” (2010) is considered as one of the most comprehensive books on defining and reorganizing concept of CALL into the language education. The following is a review based on Beatty’s book which is also highly recommended as for reading by the reviewer.
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