The Effects of Using Visualization Materials on Middle School English Listening Comprehension
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Abstract
The current e-learning technology in foreign language learning made it possible to reconstruct listening materials using visualization strategy which in turn help learners enhance listening comprehension. This paper bases its visualization strategy on emerging theories that emphasize learners' styles and strategies, and provides learners with more learning opportunities in e-learning environments where almost every home and classroom has already established infrastructure. This paper researched whether or not 3rd grade middle school students' change in affective and cognitive aspects when they are exposed to the teacher-made multimedia program for an extended period. The result shows that there are statistically significant positive differences in learners' affective domain between the ready-made listening sites and the developed materials in terms of instructional benefit. Also, experimental group students' listening comprehension improved significantly through the treatment. Despite the low skill level of teachers' knowledge in designing and operating web editor (authoring) tool, teacher-developed program can be effective in reaching the given educational objectives. Though computers cannot substitute for teachers, they can be good supplementary means of teaching as witnessed in this paper.
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