Input modality and working memory: Effects on second language text comprehension in a multimedia learning environment

Kozan, Kadir; Erçetin, Gülcan; Richardson, Jennifer

doi:10.1016/j.system.2015.09.001

Cited by 34 publications

(21 citation statements)

References 78 publications

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“…The lack of significant differences between the reading-only and listening-only conditions in our study might be explained with reference to the short length of the texts and the fact that all comprehension questions were concerned with local, factual information. The results with regard to the lack of effect of read-aloud assistance for non-dyslexic students are similar to the results of Kozan et al (2015) and Reed et al (2013), who did not find any benefits from multi-modal presentation for older groups of learners and bilingual language users. Importantly, the results reveal that read-aloud assistance did not seem to enhance reading comprehension for dyslexic participants when reading easy texts either (cf.…”

Section: Discussionsupporting

confidence: 87%

The effect of read-aloud assistance on the text comprehension of dyslexic and non-dyslexic English language learners

et al. 2018

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One of the special arrangements in testing contexts is to allow dyslexic students to listen to the text while they read. In our study, we investigated the effect of read-aloud assistance on young English learners' language comprehension scores. We also examined whether students with dyslexia identification benefit from this assistance differently from their peers with no official identification of dyslexia.Our research was conducted with young Slovenian learners of English who performed four language assessment tasks adapted from a standardized battery of Slovenian national English language tests. In a counter-balanced design, 233 students with no identified dyslexia and 47 students with dyslexia identification completed two language comprehension tasks in a readingonly condition, one task with read-aloud assistance and one task in listening-only mode. We used Generalized Linear Mixed-Effects Modelling (GLMM) to estimate accurately the effects of Article Language Testing 36(1) the mode of administration, dyslexia status, and input text difficulty, while accounting for error variance owing to random differences between students, texts, and questions.The results of our study revealed that young L2 learners with no dyslexia identification performed similarly in the three conditions. The read-aloud assistance, however, was found to increase the comprehension scores of dyslexic participants when reading difficult texts, allowing them to perform at the level of their non-dyslexic peers. Therefore, our study suggests that this modification of the test administration mode might assist dyslexic students in demonstrating their text comprehension abilities.

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Section: Discussionsupporting

confidence: 87%

The effect of read-aloud assistance on the text comprehension of dyslexic and non-dyslexic English language learners

et al. 2018

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“…Dynamic visual information has also been found to be effective in enhancing the aural input for the purpose of listening comprehension (Hernandez 2004). Studies done by Chang, Tseng and Tseng (2011), Guichon and McLornan (2008), Kozan (2009), Kozan, Ercetin, and Richardson (2015), Sydorenko (2010) have also emphasized the importance of input modality. Hsu et al (2013), Hsu et al (2014), Hwang (2003), Perez et al (2014), Rooney (2011), Tsai (2010, Winke, Gass and Sydorenko (2010), Yang & Chang (2014) investigated the effects of captioning on listening comprehension through the use of authentic film clips and videos.…”

Section: Multimedia and Efl Listeningmentioning

confidence: 99%

Investigating the effects of multimedia input modality on L2 listening skills of Turkish EFL learners

İnceçay

Kocoglu

2016

Educ Inf Technol

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The present study examined whether or not different input delivery modes have an effect on listening comprehension of Turkish students learning English at the university level. It investigated the effect of one single mode, which is audio-only, and three dual input delivery modes, which were audio-video, audio-video with target language subtitles and audio with PowerPoint presentation, on listening comprehension. The data have been gathered through: a listening proficiency exam, a topic familiarity questionnaire, listening comprehension tests, think-aloud protocols and a semi-structured focus group interview. Analysis of data demonstrated that the students' listening comprehension scores were significantly lower in audio-video with subtitles mode. In addition to this, the students stated that they experienced most confusion and anxiety in understanding through audio-video with subtitles. Moreover, the students mentioned that they were most successful in the audio with PowerPoint presentation mode. Results also indicated that the students were influenced by their pre-university listening class experiences, meaning that they were most accustomed to the audio-only mode, and therefore felt most relaxed when they listened only.

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“…Waters and Caplan's (1996) scoring system was later adopted by a few studies (e.g., Leeser, 2007;Shin, Dronjic, & Park, 2019). However, a more common system is the one that includes a storage task and a processing task without taking reaction times into account (e.g., Chun & Payne, 2004;Joh, 2015;Kozan, Erçetin, & Richardson, 2015;Osamu, 2006), and quite a number of studies still used the original method that relies only on the storage component (e.g., Bailer, 2011;Chun & Payne, 2004;Shibasaki, Tokimoto, Ono, Inuoe, & Tamaoka, 2015). Although considerable research has been conducted on the role of WM in reading, inconsistencies in WM assessment procedures make it difficult to accurately compare findings across studies.…”

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confidence: 99%

A meta-analysis of the relationship between working memory and second language reading comprehension: Does task type matter?

Shin

2020

Applied Psycholinguistics

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Despite the increasing attention paid to the role of working memory in reading, findings and measurement of working memory have been inconsistent. The current meta-analysis aims to provide a quantitative description of the overall relationship between second language (L2) reading comprehension and working memory measured through reading span task and identify methodological features that moderate this relationship. Following a comprehensive search, 25 primary studies (23 peer-reviewed studies and 2 dissertations) were included comprising 37 unique samples (N = 2,682), all of which were coded for substantive and methodological features. The results showed that (a) there is a moderate relationship between L2 reading comprehension and working memory (r = .30), (b) reading span task features such as the scoring procedure, task language, and final word recall order moderate this relationship, and (c) the degree to which working memory’s involvement in L2 reading comprehension may vary depending on the type of reading tasks at hand. Implications are discussed in terms of conceptualization and measurement of working memory. Future directions are also offered in relation to measurement practices to encourage consistency and to improve our understanding of the link between working memory and L2 reading comprehension.

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Input modality and working memory: Effects on second language text comprehension in a multimedia learning environment

Cited by 34 publications

References 78 publications

The effect of read-aloud assistance on the text comprehension of dyslexic and non-dyslexic English language learners

The effect of read-aloud assistance on the text comprehension of dyslexic and non-dyslexic English language learners

Investigating the effects of multimedia input modality on L2 listening skills of Turkish EFL learners

A meta-analysis of the relationship between working memory and second language reading comprehension: Does task type matter?

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