The Impact of Modified Reading-While-Listening on EFL Listening Comprehension and Development
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Previous research on reading while listening (RWL) has predominantly focused on enhancing reading skills, leaving its impact on second language (L2) listening comprehension and development largely unexplored. Given the potential drawbacks of traditional RWL, such as the tendency to focus on reading at the expense of listening, this study introduces a modified RWL approach. This approach involves an initial listening session without a transcript, followed by a second listening with an onscreen transcript. The study investigated the effects of this modified RWL on L2 listening comprehension and development. Three intact classrooms participated, with one serving as a control group and the other two as experimental groups. Over ten treatment sessions, one experimental group engaged in a 'listening-only' practice, listening to the same recording twice, while the other ('listening-only+RWL') listened once and then with the onscreen transcript. Surveys were conducted to capture students' perceptions of the listening practices. The results revealed that the 'listening-only+RWL' group outperformed the 'listening-only' group in listening comprehension. Moreover, both experimental groups showed greater improvement in overall listening skill development compared to the control group. Pedagogically, these findings support the use of modified RWL as an effective aid in L2 listening instruction.
Abstract
Previous research on reading while listening (RWL) has predominantly focused on enhancing reading skills, leaving its impact on second language (L2) listening comprehension and development largely unexplored. Given the potential drawbacks of traditional RWL, such as the tendency to focus on reading at the expense of listening, this study introduces a modified RWL approach. This approach involves an initial listening session without a transcript, followed by a second listening with an onscreen transcript. The study investigated the effects of this modified RWL on L2 listening comprehension and development. Three intact classrooms participated, with one serving as a control group and the other two as experimental groups. Over ten treatment sessions, one experimental group engaged in a 'listening-only' practice, listening to the same recording twice, while the other ('listening-only+RWL') listened once and then with the onscreen transcript. Surveys were conducted to capture students' perceptions of the listening practices. The results revealed that the 'listening-only+RWL' group outperformed the 'listening-only' group in listening comprehension. Moreover, both experimental groups showed greater improvement in overall listening skill development compared to the control group. Pedagogically, these findings support the use of modified RWL as an effective aid in L2 listening instruction.
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