Elementary-level learners’ engagement with multimodal resources in two audio-visual genres

Ruck, Julia

doi:10.1080/09571736.2020.1752291

Cited by 6 publications

(6 citation statements)

References 51 publications

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“…The above empirical observations go in line with the findings of researchers with regard to respective material use in English (Montero Perez et al, 2018), confirm that audiovisual items from films can contribute to learners' progress even at the elementary level (Bimo, Rensi, 2020), and with regard to genredifferentiated materials (Ruck, 2020). Education and Education of Social Sciences 18-19 January, 2021 Further, the study confirms that the film materials in French can be selected to organize theme-focused sections that can be structured into audiovisual corpus with its further use for sound speech recognition and production in a native speaker's way.…”

Section: Discussionsupporting

confidence: 86%

French Language Teaching and Online Multimedia Resources

Antropovskaya¹

2021

Proceedings of INTCESS 2021- 8th International Conference on Education and Education of Social Sciences

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This study aims at identifying useful Internet sources in order to apply them for the purposes of teaching French language. Currently, within the COVID-19 pandemic, the major part of classes is conducted online. Therefore, it is extremely important to use Internet resources in order to make online lessons more interesting, attractive and fruitful. The investigation shows that there are plenty of tools that help to enhance online classes. In order to reveal the most appropriate Internet sources, it is necessary to follow the comparative approach. The use of materials depends on the age and level of students. However, there are some sites which are suitable for everyone. The analysis of a huge number of websites makes it possible to identify their advantages and disadvantages. Many multimedia features have emerged in recent years. It is important not only to teach students French, but also to give them an opportunity to search for the necessary information on the Internet by themselves. The language is an integral part of culture. Therefore, it is important to know more about French history, culture and traditions. Sometimes it may be difficult for students to study it. Meanwhile, Internet resources help to make lessons more dynamic and exciting. The results indicate that nowadays there are various appropriate Internet resources that may be used in order to increase involvement of students in all types of online activities. This research focuses on a limited number of the articles; hence it is impossible to state that only these websites are suitable for online classes. Further research is needed to analyze and find out other tools that can be useful for teaching French online.

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Section: Discussionsupporting

confidence: 86%

French Language Teaching and Online Multimedia Resources

Antropovskaya¹

2021

Proceedings of INTCESS 2021- 8th International Conference on Education and Education of Social Sciences

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“…Drawing on the concept of multimodality (see Section 2.1), studies have recently tried to tap into learners’ use of a wide range of semiotic resources when watching audio-visual input. Compared with previous research in which a distinction was made between images, on-screen text, and audio, Ruck (2020) investigated L2 learners’ self-reported foci of attention on 12 possible sources of input in the videos (i.e., an excerpt from a film and from a documentary) such as vocabulary, visuals, (non linguistic) sounds, cultural products (e.g., books, tools) or behaviors. She found that learners’ self-reported use of these sources, as measured by means of a questionnaire, differed in both genres and that learners paid, for instance, more attention to linguistic features in the documentary than in the film clip.…”

Section: L2 Learners’ Use and Perceptions Of Audio-visual Inputmentioning

confidence: 99%

Second or foreign language learning through watching audio-visual input and the role of on-screen text

Perez

2022

Lang. Teach.

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This article discusses research into the role of audio-visual input for second language (L2) or foreign language learning. It also addresses questions related to the effectiveness of audio-visual input with different types of on-screen text such as subtitles (i.e., in learners’ first language) and captions (i.e., subtitles in the same language as the L2 audio) for L2 learning. The review discusses the following themes: (a) the characteristics of audio-visual input such as the multimodal nature of the input and vocabulary demands of video; (b) L2 learners’ comprehension of audio-visual input and the role of different types of on-screen text; (c) the effectiveness of audio-visual input and on-screen text for aspects of L2 learning including vocabulary, grammar, and listening; and (d) research into L2 learners’ use and perceptions of audio-visual input and on-screen text. The review ends with a consideration of implications for teaching practice and a conclusion that discusses the generalizability of current research in relation to suggestions for future research.

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“…The use of technology is an important thing that needs to be integrated into the educational process (Martinez 2019;Beaty 2009) because it can be a solution to problems in education (Ashley 2010). Technology that utilizes learning media such as audio-visuals is suitable for improving students' abilities to read because this type of media contains elements of sound, motions, and images that can be seen (Ruck 2020). The media used in each meeting is pursued to have similarities in the form of audio-visuals.…”

Section: Discussionmentioning

confidence: 99%

Utilization of Literacy Workshop to Improve Reading Ability of Elementary School Students

Halimatussakdiah¹,

Suwandi²,

Sumarwati³

et al. 2023

INT J INSTRUCTION

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Elementary school students in the Siosar shelter area experienced trauma and lagging behind learning, especially reading as effect of the Mount Sinabung disaster which often erupts. This action research is to improve the quality of reading learning for elementary school students affected by the Mount Sinabung disaster in the Siosar shelter area, Indonesia. Reading problems experienced by students include difficulty recognizing letters, spelling stammering, difficulty reading words, not paying attention to punctuation, not understanding the content of reading, and low motivation to learn. The action taken to solve the problem is to utilize a literacy workshop assisted by audio-visual media. This research method is an action study that refers to Mcniff's theory, which is carried out two cycles with two meetings each. Data collection techniques are carried out by tests, observations, analysis of documents and interviews. Data analysis techniques are carried out quantitatively & qualitatively. The results of this study showed that the quality and process of reading results improved before and after the action (the average initial condition of 52.23 increased to 81.06). The findings were reinforced by t-test results that showed there were significant differences in reading competence in pre-action and in the results of second cycle actions. It is recommended that special actions be taken in learning for students in disaster areas by utilizing various media, both through group and individual activities to be motivated in learning and traumatic reduction.

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Elementary-level learners’ engagement with multimodal resources in two audio-visual genres

Cited by 6 publications

References 51 publications

French Language Teaching and Online Multimedia Resources

French Language Teaching and Online Multimedia Resources

Second or foreign language learning through watching audio-visual input and the role of on-screen text

Utilization of Literacy Workshop to Improve Reading Ability of Elementary School Students

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