Abstract
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.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Basaran, H. F. (2011). The effects of captioning on EFL learners’ listening comprehension: An investigative study with intermediate level university prep-school students. Unpublished master’s thesis; Anadolu University, Eskisehir
Beglar, D., & Murray, N. (2009). Contemporary topics 3: academic listening and note-taking skills. White Plains, New York: Pearson Longman.
Brett, P. (2000). Integrating multimedia into the business English curriculum: a case study. English for Specific Purposes, 19, 269–290.
Chang, C., Tseng, K., & Tseng, J. (2011). Is single or dual channel with different English proficiencies better for English listening comprehension, cognitive load and attitude in ubiquitous learning environment? Computers & Education, 57, 2313–2321.
Chen, J., & Chang, C. (2011). Content presentation modes in mobile language listening tasks: English proficiency as a moderator. Computer Assisted Language Learning, 24(5), 451–470.
Demirkol, T. (2009). An investigation of Turkish preparatory class students’ listening comprehension problems and perceptual learning styles. Bilkent University, Ankara: Unpublished master’s thesis.
Field, J. (2011). Into the mind of academic listener. Journal of English for Academic Purposes, 10(2), 102–112.
Gruba, P. (2004). Understanding digitized second language videotext. Computer Assisted Language Learning, 17, 51–82.
Guichon, N., & McLornan, S. (2008). The effects of multimodality on L2 learners: implications for CALL resource design. System, 36, 85–93.
Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press.
Hernandez, S. S. (2004). The effects of video and captioned text and the influence of verbal and spatial abilities on second language listening comprehension in a multimedia environment. New York University, New York: Unpublished doctoral dissertation.
Hsu, C., Hwang, G., Chang, Y., & Chang, G. (2013). Effects of video caption modes on English listening comprehension and vocabulary acquisition using handheld devices. Educational Technology & Society, 16(1), 403–414.
Hsu, C. K., Hwang, G. J., & Chang, C. K. (2014). An automatic caption filtering and partial hiding approach to improving the English listening comprehension of EFL students. Educational Technology & Society, 17(2), 270–283.
Hwang, Y. L. (2003). The effect of the use of videos captioning on English as a foreign language (EFL) on college students’ language learning in Taiwan. The University of Mississippi, Mississippi: Unpublished doctoral dissertation.
Jones, L. (2009). Supporting student differences in listening comprehension and vocabulary learning with multimedia annotations. Calico Journal, 26(2), 267–289.
Juan, E. U., & Flor, A. M. (2006). Current trends in the development and teaching of the four language skills. Berlin: Mouton de Gruyter.
Kozan, K. (2009). Effects of multimedia modality and L2 working memory capacity on L2 comprehension. Bogazici University, Istanbul: Unpublished master’s thesis.
Kozan, K., Ercetin, G., & Richardson, J. (2015). Input modality and working memory: effects on second language text comprehension in a multimedia learning environment. System, 55, 63–73.
Lynch, T. (2006). Academic listening: marrying top and bottom. In E. Usó-Juan, & A. Martinez-Flor (Eds.), Current trends in the development and teaching of the four language skills (pp. 91–110). Berlin: Mouton de Gruyter.
Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press.
Mayer, R. E. (2005a). Introduction to multimedia learning. In R. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 1–16). New York: Cambridge University Press.
Mayer, R. E. (2005b). Cognitive theory of multimedia learning. In R. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 31–48). New York: Cambridge University Press.
Mohsen, M. A. (2015). The use of help options in multimedia listening environments to aid language learning: a review. British Journal of Educational Technology. doi:10.1111/bjet.12305.
Ozgen, M. (2008). The use of authentic captioned video as listening comprehension material in English language teaching. Selcuk University, Konya: Unpublished master’s thesis.
Perez, M. M., Peters, E., Clarebout, G., & Desmet, P. (2014). Effects of captioning on video comprehension and incidental vocabulary learning. Language Learning & Technology, 18(1), 118–141.
Plass, J., & Jones, L. (2005). Multimedia learning in second language acquisition in: Mayer, R., (Ed), The Cambridge handbook of multimedia learning (pp. 468–488). New York: Cambridge University Press.
Pulido, D. (2004). The relationship between text comprehension and second language incidental vocabulary acquisition: a matter of topic familiarity? Language Learning, 54(3), 469–523.
Rooney, K. M. (2011). Impact of keyword caption ratio, language proficiency, and attitude on foreign language listening comprehension. Capella University, Minneapolis, MN: Unpublished doctoral dissertation.
Smidt, E., & Hegelheimer, V. (2004). Effects of online academic lectures on ESL listening comprehension, incidental vocabulary acquisition, and strategy use. Computer Assisted Language Learning, 17(5), 517–556.
Sueyoshi, A., & Hardison, D. M. (2005). The role of gestures and facial cues in second language listening comprehension. Language Learning, 55(4), 661–699.
Suvorov, R. (2009). Context visuals in L2 listening tests: the effects of photographs and video vs. audio-only format. In C. A. Chapelle, H. G. Jun, & I. Katz (Eds.), Developing and evaluating language learning materials (pp. 53–68). Ames, Pp: Iowa State University.
Sweller, J. (1988). Cognitive load during problem solving: effects on learning. Cognitive Science, 12, 257–285.
Sydorenko, T. (2010). Modality of input and vocabulary acquisition. Language Learning & Technology, 14(2), 50–73.
Tsai, F. (2010). Integrating feature films with subtitles to enhance the listening comprehension of students attending college in Taiwan. Alliant International University, San Diego, California: Unpublished doctoral dissertation.
Valencia, F. E. M. (2009). The power of PowerPoint in listening at beginning levels of Spanish. The University of Alabama, Alabama: Unpublished doctoral dissertation.
Vandergrift, L. (2007). Recent developments in second language listening comprehension research. Language Teaching, 40, 191–210.
Vandergrift, L., & Goh, C. (2009). Teaching and testing listening comprehension. In M. Long, & C. Doughty (Eds.), The handbook of language teaching (pp. 395–411). Oxford: Blackwell Publishing.
Wagner, E. (2010). The effect of the use of video texts on ESL listening test-taker performance. Language Testing, 27(4), 493–513.
Winke, P., Gass, S., & Sydorenko, T. (2010). The effects of captioning videos used for foreign language listening activities. Language Learning & Technology, 14(1), 65–86.
Yang, J. C., & Chang, P. C. (2014). Captions and reduced forms instruction: the impact on EFL students’ listening comprehension. ReCALL, 26(1), 44–61.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
İnceçay, V., Koçoğlu, Z. Investigating the effects of multimedia input modality on L2 listening skills of Turkish EFL learners. Educ Inf Technol 22, 901–916 (2017). https://doi.org/10.1007/s10639-016-9463-3
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10639-016-9463-3