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The Relative Effectiveness of Authentic Web-based Homework and Pedagogical Dictation Homework on Enhancing EFL Learners’ Listening Performance

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키워드

주제분류언어학

초록

The present study examines the effects of authentic web-based homework vs. pedagogical dictation homework on EFL learners’ listening performance. A total of 75 university students were randomly assigned to three different groups: Group A (web-based homework), Group B (dictation homework), and Group C (control). The listening tasks in the classroom were kept constant in the three groups. In addition to the listening exercises in the textbook, Group A had authentic web-based, or Internet-based, homework and Group B had pedagogically tailored dictation homework each week throughout the semester. Data were analyzed using descriptive analysis, analysis of variance (ANOVA), and post hoc test. The experimental groups which had extra listening homework outperformed the control group on the posttest. Moreover, as hypothesized, the results revealed that authentic web-based homework group improved significantly more than the pedagogical dictation homework group. The overall results of this study showed greater gains for the web-based homework group in terms of both performance and improvement, which reflects the beneficial role of authentic listening materials on enhancing EFL learners’ listening performance.

Abstract

The present study examines the effects of authentic web-based homework vs. pedagogical dictation homework on EFL learners’ listening performance. A total of 75 university students were randomly assigned to three different groups: Group A (web-based homework), Group B (dictation homework), and Group C (control). The listening tasks in the classroom were kept constant in the three groups. In addition to the listening exercises in the textbook, Group A had authentic web-based, or Internet-based, homework and Group B had pedagogically tailored dictation homework each week throughout the semester. Data were analyzed using descriptive analysis, analysis of variance (ANOVA), and post hoc test. The experimental groups which had extra listening homework outperformed the control group on the posttest. Moreover, as hypothesized, the results revealed that authentic web-based homework group improved significantly more than the pedagogical dictation homework group. The overall results of this study showed greater gains for the web-based homework group in terms of both performance and improvement, which reflects the beneficial role of authentic listening materials on enhancing EFL learners’ listening performance.

참고문헌 (48)

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