A comparative study of the effects of the use of multimedia on listening comprehension

Brett, Paul

doi:10.1016/s0346-251x(96)00059-0

Cited by 154 publications

(101 citation statements)

References 18 publications

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“…The results of this study confirm the result of the previous studies (e.g., Brett, 1997;Buck, 2001;Coniam, 2001;Ockey, 2007) that the use of the video with listening comprehension test is more of a distractor rather than a facilitator. Students are undecided to follow the visual materials or to pay attention to the questions.…”

Section: Research Questionsupporting

confidence: 90%

“…However, another assumption by some researchers is focused on the idea that listening with extra resources may result in listeners' confusion and distraction. While testing, test-takers get busy with test papers and overlook watching the monitors, and spend more time on viewing the test books rather than watching the episodes on the monitor (Bejar, Douglas, Jamieson, Nissan, & Turner, 2000;Brett, 1997;Coniam, 2001;Gruba, 1997;MacWilliam, 1986;Ockey, 2007;Wagner, 2010a). Likewise, incorporating visual materials and still images to listening tests resulted in improving students' motivation and consequently improving students' sense of satisfaction with the use of visual materials in listening tests (Progosh, 1996;Sueyoshi & Hardison, 2005;Wagner, 2002;.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…Brett (1997) showed that while taking the test, students became so busy with their test books that they ignored paying enough attention to the video materials. It showed that the inclusion of video materials had no effect on attracting test-takers' attention.…”

Section: Video Listening Test As a Distractor Rather Than A Facilitatormentioning

confidence: 99%

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Investigating Iranian Test-takers’ Performance Over Taking Different Modalities of Listening Comprehension Test

Faramarzi¹,

Elekaei²

2015

SUET

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Visual and pictorial materials are extensively used in teaching listening comprehension textbooks. Although the use of still image is currently implemented in some distinguished testing systems, video test is not a popular modality due to the fact that this kind of test may result in test-takers' confusion during the test. In the present study, a sample of 80 Iranian EFL (English as a Foreign Language) students was selected to compare their performance on three different modalities of listening test: audio-only test, pictorial (listening with still image test), and visual (video) listening test. The analysis of one-way repeated measure ANOVA (Analysis of Variance) was used to compare the students' scores.

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Section: Research Questionsupporting

confidence: 90%

Section: Statement Of the Problemmentioning

confidence: 99%

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Investigating Iranian Test-takers’ Performance Over Taking Different Modalities of Listening Comprehension Test

Faramarzi¹,

Elekaei²

2015

SUET

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“…Some researchers (e.g., Bejar et al, 2000;Alderson, Clapham, and Wall, 1995;MacWilliam, 1986) believed that the distracting and sidetracking nature of the visual resources makes the test encumbering rather than facilitating. Brett (1997) argued that students became busy reading the test books and neglected watching the visual materials. Coniam (2001) and Ockey (2007) believed that sidetracking and distraction are other factors that affect test-takers in this kind of test.…”

Section: B Test-takers' Reactions Over Using Different Modalities Ofmentioning

confidence: 99%

“…However, incorporating these devices with listening comprehension test needs more consideration as it is suspected to be the reason for test-takers' distraction (MacWilliam, 1986; Bejar et al, 2000; Alderson, Clapham, and Wall, 1995; Brett, 1997;Coniam, 2001;Ockey, 2007;Buck, 2001).…”

Section: Introductionmentioning

confidence: 99%

Test-takers' Attitudes toward Taking Pictorial and Visual Modalities of Listening Comprehension Test in an EFL Context

Elekaei¹,

Faramarzi²,

Biria³

2015

JLTR

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Abstract-Listening comprehension test has always been a challenging point for language teachers and test developers. In order to scaffold students in taking the test and at the same time sustaining the authenticity of the assessment, pictures and video devices are proposed by scholars to be added to the test. Beside many advantages, these modified listening tests have a distracting nature too. In this study a sample of 80 EFL students were selected to inquire their attitude toward taking three different modalities of listening test.

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Listening to Learn versus Learning to Listen

Vandergrift

Cross

2018

The TESOL Encyclopedia of English Language Teaching

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This entry will clarify the difference between listening to learn and learning to listen. Listening to learn focuses on the development of listeners' ability to complete meaning‐focused tasks as well as their use of language knowledge and listening texts for learning. On the other hand, learning to listen addresses the process of listening, that is, how students arrived at comprehension. This entry will then explore the associated research literature, illustrated with both types of listening activities. Metacognitive instruction is exemplified through process‐based instruction and an alternative framework for strategy instruction is presented. Finally, a range of authentic task‐types are delineated, along with a pedagogical framework regarding how to use technology for learning.

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A comparative study of the effects of the use of multimedia on listening comprehension

Cited by 154 publications

References 18 publications

Investigating Iranian Test-takers’ Performance Over Taking Different Modalities of Listening Comprehension Test

Investigating Iranian Test-takers’ Performance Over Taking Different Modalities of Listening Comprehension Test

Test-takers' Attitudes toward Taking Pictorial and Visual Modalities of Listening Comprehension Test in an EFL Context

Listening to Learn versus Learning to Listen

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