The Effects of Visual Input on EFL Speaking: Are Videos More Effective Than Pictures in Fairytale-based Class?
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This study compares the effects of different types of visual input – picture or video - on fairytale-based English learning. In particular, this study tries to determine the difference in Korean students’ EFL speaking performance. For the research, 57 college students participated in the study. The students were taking an English course offered by a university in the southern part of Korea. The participants were divided into two groups – picture group (n = 28) and video group (n = 29) - and they were asked to read fairytale stories using their specified multimedia technology. They took pre- and post-speaking tests and their performance was evaluated following the IELTS Speaking assessment criteria: fluency and coherence, lexical resource, grammatical range and accuracy, and pronunciation. Paired samples t-tests were employed to see if there were statistically significant changes in the average scores between the pre- and post-tests. Independent t-tests were also used to check if there were significant differences between the two groups. The findings reveal that speaking test scores for both groups had positively changed over time. Significant group differences were also witnessed for all assessment criteria except lexical resource. Based on these results, limitations and suggestions are made.
Abstract
This study compares the effects of different types of visual input – picture or video - on fairytale-based English learning. In particular, this study tries to determine the difference in Korean students’ EFL speaking performance. For the research, 57 college students participated in the study. The students were taking an English course offered by a university in the southern part of Korea. The participants were divided into two groups – picture group (n = 28) and video group (n = 29) - and they were asked to read fairytale stories using their specified multimedia technology. They took pre- and post-speaking tests and their performance was evaluated following the IELTS Speaking assessment criteria: fluency and coherence, lexical resource, grammatical range and accuracy, and pronunciation. Paired samples t-tests were employed to see if there were statistically significant changes in the average scores between the pre- and post-tests. Independent t-tests were also used to check if there were significant differences between the two groups. The findings reveal that speaking test scores for both groups had positively changed over time. Significant group differences were also witnessed for all assessment criteria except lexical resource. Based on these results, limitations and suggestions are made.
참고문헌 (48)
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