Media presentation mode, English listening comprehension and cognitive load in ubiquitous learning environments: Modality effect or redundancy effect?

Chang, Chi Cheng; Lei, Hao; Tseng, Ju Shih

doi:10.14742/ajet.942

Cited by 27 publications

(18 citation statements)

References 30 publications

(59 reference statements)

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“…Sydorenko (2010) examined the effect of different input modalities on students' vocabulary gains, listening and written recognition of word forms and concluded that captioned video helped students perform better on written recognition of word forms and gains of word meanings while non-captioned video assisted students to score better on aural recognition. Chang, Lei, and Tseng (2011) confirmed that double modes, text plus sound, were more effective than single mode listening instruction. However, while textual aids resulted in enhanced listening comprehension along with reducing cognitive load, the effect lasted only temporarily.…”

Section: Bimodal or Multimodal Scaffold In Listening Comprehensionmentioning

confidence: 55%

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Captions and reduced forms instruction: The impact on EFL students’ listening comprehension

Yang

Chang

2013

ReCALL

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For many EFL learners, listening poses a grave challenge. The difficulty in segmenting a stream of speech and limited capacity in short-term memory are common weaknesses for language learners. Specifically, reduced forms, which frequently appear in authentic informal conversations, compound the challenges in listening comprehension. Numerous interventions have been implemented to assist EFL language learners, and of these, the application of captions has been found highly effective in promoting learning. Few studies have examined how different modes of captions may enhance listening comprehension. This study proposes three modes of captions: full, keyword-only, and annotated keyword captions and investigates their contribution to the learning of reduced forms and overall listening comprehension. Forty-four EFL university students participated in the study and were randomly assigned to one of the three groups. The results revealed that all three groups exhibited improvement on the pre-test while the annotated keyword caption group exhibited the best performance with the highest mean score. Comparing performances between groups, the annotated keyword caption group also emulated both the full caption and the keyword-only caption groups, particularly in the ability to recognize reduced forms. The study sheds light on the potential of annotated keyword captions in enhancing reduced forms learning and overall listening comprehension.

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Section: Bimodal or Multimodal Scaffold In Listening Comprehensionmentioning

confidence: 55%

“…This confirms previous findings, which suggest that full captions or scripts may not be all beneficial. For example, Chang et al (2011) argued that while textual aids stimulated better performance the effect was temporary. Once such scaffold faded out, students had difficulty adjusting to authentic listening tasks.…”

Section: Resultsmentioning

confidence: 99%

Captions and reduced forms instruction: The impact on EFL students’ listening comprehension

Yang

Chang

2013

ReCALL

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“…Similar results have been reported that additional text did not support listening comprehension, and sound did not support reading comprehension because of the high cognitive load of the dual mode input (Diao & Sweller, 2007). In another study, however, the presentation of text in addition to sound input showed that it enhanced English listening comprehension and lower cognitive load (C. C. Chang, et al, 2011). Similarly, learners in the Jones and Plass (2002) and studies were shown to perform better when they were given textual or pictorial, or both textual and pictorial annotations than when they were not given any visual annotation assistance.…”

Section: Benefits and Drawbacks Of Language Learning Websites For Thesupporting

confidence: 70%

Evaluating English listening websites for independent study

Ivone¹

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A thesis submitted for the degree of Doctor of Philosophy at The University of Queensland in 2013 School of Languages and Comparative Cultural Studies i ABSTRACTThe teaching and learning of listening has become more practical and affordable with the support of Internet technology and the World Wide Web. English listening websites are growing exponentially and promise an authentic and interactive language learning experience. This allows learning to be conducted outside class in the form of web-based independent study. Although learners in general show positive attitudes towards web-based materials due to their novelty, convenience, authenticity, and rich cultural content, web-based language learning materials have been criticised because of their quality and the way they explore the medium. Because they contain unregulated materials, English listening websites need to be thoroughly evaluated to determine their effectiveness, but studies that have focused specifically on the listening components of English learning websites are lacking.This study examined the benefits of using web-based listening materials in an independent study program to learners of English as a foreign language at university level. In order to do this, the judgmental and empirical evaluation framework proposed by Chapelle (2001) was adopted. This integrated approach has produced a comprehensive analysis of the characteristics of English listening websites and the use of these types of web-based listening materials in the independent study context. Seventy-eight English department students at a university in Indonesia participated voluntarily in the empirical evaluation. The study was conducted in three stages. In the first stage, the general, technical and pedagogical design features of English listening websites were evaluated using the Comprehensive Evaluation Criteria checklist for evaluating English learning websites developed by Yang and Chan (2008). In the second stage, the learning tasks were examined using a checklist adapted from the Task Appropriateness Criteria developed by Chapelle (2001) and the focus questions for selecting computer-based listening materials proposed by Chapelle and Jamieson (2008). For the empirical evaluation in the third stage of the study, quantitative and qualitative data from questionnaires, learning journals, group interviews, listening proficiency tests and course management system logs were analysed to describe not only learners' perceptions of the web-based listening materials but also the benefits they gained and the challenges they experienced in using the materials in the independent study program.The empirical evaluation findings confirm and supplement those of the judgmental evaluations.Although the participants found the web-based listening materials interesting, suitably varied in topics, tasks and accents, and useful for practising listening, the findings showed that improvements ii to the general, technical and pedagogical design of the evaluated English listening websites would make them gene...

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“…Such issues may include character input (Nah et al, ), which may strain the eyes (Soloway et al, ). Interface learning curve, outdoor weather, changing routes, and pedestrian interruptions can all increase cognitive load (Chang, Lei, & Tseng, ). Lowering cognitive loads during the learning process is crucial for improved learning and should be taken into consideration when designing outdoor u‐learning curriculum.…”

Section: Theoretical Perspective and Relevant Studiesmentioning

confidence: 99%

Performance, cognitive load, and behaviour of technology‐assisted English listening learning: From CALL to MALL

Chang

Warden

Liang

et al. 2017

Computer Assisted Learning

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This study examines differences in English listening comprehension, cognitive load, and learning behaviour between outdoor ubiquitous learning and indoor computer-assisted learning. An experimental design, employing a pretest-posttest control group is employed. Randomly assigned foreign language university majors joined either the experimental group (outdoor ubiquitous learning), with 80 participants (26 males and 54 females), or a control group (indoor computerassisted learning), with 80 participants (27 males and 53 females). The experiment lasted 3 weeks. Both groups were administered a test of English listening proficiency before and after the experiment along with a questionnaire of cognitive load postexperiment. Prior English listening proficiency forms a covariate for the multivariate analysis of covariance. Results show (a) students in the experimental group exhibit significantly better English listening comprehension after the experiment compared to the control group; (b) students in the experimental group reported significantly lower cognitive load than the control group; (c) English listening comprehension and cognitive load exhibited a statistically significant negative relationship; and (d) outdoor ubiquitous learning enhanced self-reported learning interests and interactions more than indoor computerassisted learning. Contributions and significances of this study are presented based on these results. Finally, implications for teaching practices are proposed.

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Media presentation mode, English listening comprehension and cognitive load in ubiquitous learning environments: Modality effect or redundancy effect?

Cited by 27 publications

References 30 publications

Captions and reduced forms instruction: The impact on EFL students’ listening comprehension

Captions and reduced forms instruction: The impact on EFL students’ listening comprehension

Evaluating English listening websites for independent study

Performance, cognitive load, and behaviour of technology‐assisted English listening learning: From CALL to MALL

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