Does the Redundancy Effect Exist in the Korean EFL Context? A Study on the Redundant Use of Text and Audio for EFL Learners at Different Proficiency Levels
0
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
The current study aims to capture the possible effects of using both text and audio on EFL learning. This study focuses on its redundancy effects on English listening and reading skills of students with different proficiency levels. The study was conducted during the 2020 academic year and lasted for 15 weeks. 204 EFL university students participated in the study. They were divided into three treatment groups: text, audio, and text-and-audio groups. During the experimental period, the participants read, listened, or read and listened depending on their experimental conditions. To confirm the effects of the redundant use of textual and auditory input, TOEIC-based pre- and post-tests were administered. The findings demonstrated that the participants at all proficiency levels more benefited from the use of both text and audio in comparison to the use of audio-only regarding both listening and reading skills. However, the superior effects of using both text and audio over using text-only varied depending on proficiency levels. Regarding the listening skills, the significant differences were found only for the low- and mid-level students. As for the reading skills, only the low-level students benefited more from the redundant use. Based on the results, several pedagogical implications are made.
Abstract
The current study aims to capture the possible effects of using both text and audio on EFL learning. This study focuses on its redundancy effects on English listening and reading skills of students with different proficiency levels. The study was conducted during the 2020 academic year and lasted for 15 weeks. 204 EFL university students participated in the study. They were divided into three treatment groups: text, audio, and text-and-audio groups. During the experimental period, the participants read, listened, or read and listened depending on their experimental conditions. To confirm the effects of the redundant use of textual and auditory input, TOEIC-based pre- and post-tests were administered. The findings demonstrated that the participants at all proficiency levels more benefited from the use of both text and audio in comparison to the use of audio-only regarding both listening and reading skills. However, the superior effects of using both text and audio over using text-only varied depending on proficiency levels. Regarding the listening skills, the significant differences were found only for the low- and mid-level students. As for the reading skills, only the low-level students benefited more from the redundant use. Based on the results, several pedagogical implications are made.
참고문헌 (52)
- Adesope, O. O., "Verbal redundancy in multimedia learning environments : A meta-analysis", Journal of Educational Psychology, 104(1), pp.250~263 (2012)
- Amer, A. A., "The effect of the teacher’s reading aloud on the reading comprehension of EFL students", ElT Journal, 51(1), pp.43~47 (1997)
- Baddeley, A., "Working memory and language : An overview", Journal of Communication Disorders, 36(3), pp.189~208 (2003)
- Bamford, J., "Extensive reading activities for teaching language" (2004), Cambridge University Press
- Blake, C., "Proceedings of the 82nd association for information science and technology", Curran Associates, ~ (2019)
- Brown, R., "Extensive listening in English as a foreign language", The Language Teacher, 31(12), pp.15~19 (2007)
- Brown, R., "Incidental vocabulary acquisition from reading, reading-while-listening, and listening to stories", Reading in a Foreign Language, 20(2), pp.136~163 (2008)
- Chang, A. C. S., "Gains to L2 listeners from reading while listening vs. listening only in comprehending short stories", System, 37(4), pp.652~663 (2009)
- Chang, A. C. S., "The effects of reading while listening to audiobooks : Listening fluency and vocabulary gain", Asian Journal of English Teaching, 21, pp.43~64 (2011)
- Chang, A. C. S., "The effect of extensive listening on developing L2 listening fluency : Some hard evidence", ELT Journal, 68(1), pp.31~40 (2014)
- Daniel, D., "They hear, but do not listen : Retention for podcasted material in a classroom context", Teaching of Psychology, 37(3), pp.199~203 (2010)
- Diao, Y., "Redundancy in foreign language reading comprehension instruction : Concurrent written and spoken presentations", Learning and Instruction, 17(1), pp.78~88 (2007)
- Harmer, J., "Listening", English Teaching Professional, 26(1), pp.29~30 (2003)
- Hill, D. R., "Graded readers", ELT Journal, 55(3), pp.300~324 (2001)
- Hsieh, Y., "Using an E-book in the secondary English classroom : Effects on EFL reading and listening", Education and Information Technologies, 25(2), pp.1285~1301 (2020)
- Hsieh, J. S. C., "Technological acceptance of LINE in flipped EFL oral training", Computers in Human Behavior, 70, pp.178~190 (2017)
- Jeon, J., "Language assessment in Asia: Local, regional or global", pp.55~82 (2010), Asia TEFL
- Kalyuga, S., "When using sound with a text or picture is not beneficial for learning", Australian Journal of Educational Technology, 16(2), pp.161~172 (2000)
- Kalyuga, S., "Managing split-attention and redundancy in multimedia instruction", Applied Cognitive Psychology : The Official Journal of the Society for Applied Research in Memory and Cognition, 13(4), pp.351~371 (1999)
- Kalyuga, S., "When redundant on-screen text in multimedia technical instruction can interfere with learning", Human Factors, 46(3), pp.567~581 (2004)
- Kartal, G., "The effects of audiobooks on EFL students’ listening comprehension", The Reading Matrix : An International Online Journal, 17(1), pp.112~123 (2017)
- 김나영, "Effects of Voice Chat on EFL Learners’ Speaking Ability according to Proficiency Levels", 멀티미디어 언어교육, 19(4), pp.63~88 (2016), 한국멀티미디어언어교육학회[DOI]
- 김나영, "Effects of Captioning Order on EFL Listening and Reading: Should Captions Be First or Second?", 영어어문교육, 25(4), pp.1~22 (2019), 한국영어어문교육학회[DOI]
- 김나영, "Languages on the Screen: A Study on Reversed Subtitling and EFL Receptive Language Skills", 멀티미디어 언어교육, 23(1), pp.37~66 (2020), 한국멀티미디어언어교육학회[DOI]
- Kochiyama, A., "Teaching gender awareness through fairy tales in the EFL classroom", English Review : Journal of English Education, 2(1), pp.1~7 (2013)
- Koroghlanian, C. M., "Audio and text density in computer-based instruction", Journal of Educational Computing Research, 22(2), pp.217~230 (2000)
- Kosal, İ., "Enhancing writing and improvisational speaking skills through fairy tales in EFL preparatory classrooms", doctoral, pp.2008
- Krashen, S., "Principles and practice in second language acquisition" (1982), Pergamon
- Krashen, S., "Can second language acquirers reach high levels of proficiency through self-selected reading? An attempt to confirm Nation’s (2014) results", International Journal of Foreign Language Teaching, 10(2), pp.10~19 (2015)
- Lazar, G., "Literature and language teaching" (1993), Cambridge University Press
- Lee, C., "The uses of enchantment : Fairy tales as instructional materials to facilitate primary English language education", Journal of National Taipei Teachers College, 16(1), pp.29~48 (2003)
- Luchini, P. L., "Simultaneous reading and listening is less effective than reading alone: A study based on cognitive load theory" (2015), Springer International
- Mareschal, C., "Student perceptions of a self-regulatory approach to second language listening comprehension development", doctoral, pp.2007
- Massi, M. P., "Using fairytales to develop reading and writing skills", The Catesol Journal, 13(1), pp.161~171 (2001)
- Mayer, R. E., "Multimedia learning" (2001), Cambridge University Press
- Mohamed, M. M. K., "Using audiobooks for developing listening comprehension among Saudi EFL preparatory year students", Journal of Language Teaching and Research, 9(1), pp.64~73 (2018)
- Moreno, R., "Verbal redundancy in multimedia learning : When reading helps listening", Journal of Educational Psychology, 94(1), pp.156~163 (2002)
- Muhammed, A. A., "The impact of mobiles on language learning on the part of English foreign language(EFL)university students", Procedia – Social and Behavioral Sciences, 136, pp.104~108 (2014)
- Nasser, D. L., "The impact of alternative media channels : Recall and involvement with messages", AV Communication Review, 24(3), pp.263~272 (1976)
- Paivio, A., "Dual coding theory : Retrospect and current status", Canadian Journal of Psychology, 45(3), pp.255~287 (1991)
- Rahman, A., "The effect of audiobook on reading comprehension of the eleventh grade students of SMA Negeri 2 Buru", ELT Worldwide, 7(2), pp.104~115 (2020)
- Willy A. Renandya, "Essential Factors Affecting EFL Learning Outcomes", 영어교육, 68(4), pp.23~41 (2013), 한국영어교육학회[DOI]
- Renandya, W. A., "Extensive reading and listening in the L2 classroom" (2016), Routledge
- Rogowsky, B. A., "Does modality matter? The effects of reading, listening, and dual modality on comprehension", SAGE Open, 6(3), pp.1~9 (2016)
- Sirikanjanawong, N., "Relationship between the ICAO Language Proficiency Requirements(LPRs)and Test of English for International Communication(TOEIC)scores of flight attendants in Thailand", Language Education and Acquisition Research Network(LEARN)Journal, 11(1), pp.64~86 (2018)
- Soruc, A., "What makes redundant presentation of multimedia learning difficult?", Procedia-Social and Behavioral Sciences, 191, pp.2844~2848 (2015)
- Turker, S., "The effectiveness of audio books on the reading comprehension of selected texts by university EFL students at different proficiency levels", doctoral, pp.2010
- Wauters, K., "Adaptive item‐based learning environments based on the item response theory : Possibilities and challenges", Journal of Computer Assisted Learning, 26(6), pp.549~562 (2010)
- Widiastuti, O., "Enhancing students’ listening skill through podcasts", Jurnal Linguistik Terapan, 2(2), pp.42~49 (2012)
- Woodall, B., "Simultaneous listening and reading in ESL : Helping second language learners read(and enjoy reading)more efficiently", TESOL Journal, 1(2), pp.186~205 (2010)
- Yamauchi, K., "Teaching advanced language learners : A diary study", New Directions in Teaching and Learning English Discussion, 5, pp.275~284 (2017)
- Yeh, Y., "Effects of multimedia vocabulary annotations and learning styles on vocabulary learning", Calico Journal, 21(1), pp.131~144 (2003)