Effectiveness of Animation-based Dictation Practice for Korea EFL Learners: Focusing on Cinderella and Snow White
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We postulate increased value in the application of animation-based dictation as an important and useful component of EFL listening comprehension teaching for Korean EFL college students. The present study was designed to support our hypothesis that animation-based dictation can improve listening proficiency. Animation-based dictation exercises were used as classroom activities and homework assignments in a one-semester listening course for freshman English major students in a Korean college. Pretest and posttests were administered to evaluate the effectiveness of the dictation in improving the students’ listening proficiency. The students also completed a self-evaluation questionnaire. The two tests were initially analyzed for errors of content and functions words, and subsequently further subcategorized into word missing, word form, and wrong word errors. Compared to the pretest, the numbers of content word, function word, and word missing errors were all significantly reduced in the posttest (all p<.001), which supported the study hypothesis on the usefulness of the animation-based dictation. The students’ improvement in listening proficiency extended to their attentiveness: three quarters found the dictation useful and almost all considered it effective in improving their listening proficiency.
Abstract
We postulate increased value in the application of animation-based dictation as an important and useful component of EFL listening comprehension teaching for Korean EFL college students. The present study was designed to support our hypothesis that animation-based dictation can improve listening proficiency. Animation-based dictation exercises were used as classroom activities and homework assignments in a one-semester listening course for freshman English major students in a Korean college. Pretest and posttests were administered to evaluate the effectiveness of the dictation in improving the students’ listening proficiency. The students also completed a self-evaluation questionnaire. The two tests were initially analyzed for errors of content and functions words, and subsequently further subcategorized into word missing, word form, and wrong word errors. Compared to the pretest, the numbers of content word, function word, and word missing errors were all significantly reduced in the posttest (all p<.001), which supported the study hypothesis on the usefulness of the animation-based dictation. The students’ improvement in listening proficiency extended to their attentiveness: three quarters found the dictation useful and almost all considered it effective in improving their listening proficiency.
참고문헌 (26)
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