The effects of progressive interactivity on ESL listening comprehension from interactive video.

摘要

here is a growing awareness that videodisk-based situated learning in realistic contexts can provide much of what is lacking in traditional approaches to instruction. Theories on second language acquisition suggest that relative novices learning or using a second language typically experience a "silent period" during which listening to the authentic use of language is critical. Interactive video (IVD) makes it possible to create an authentic language environment and expand the range of classroom activities beyond the ability of a single language teacher.;The purpose of this study was to investigate and compare the effects of IVD interactivity on English as Second Language (ESL) listening comprehension. Sixty volunteer international students at the University of Connecticut whose native languages are either Chinese, Korean or Persian were randomly assigned to one of the five instructional groups (audio, video, question, feedback, or interactive) of a randomized posttest control group design. The instructional treatments were created using a 20-minute re-purposed movie segment on videodisk. A biographical characteristic survey was administered followed by a criterion-based teacher-made vocabulary/content knowledge pretest related to the movie. Next, they received instruction individually at the interactive video workstation. After the instruction, students completed a written story retell posttest.;Analysis of covariance (ANCOVA) and analysis of variance (ANOVA) techniques were used to test for statistical significance at the.05 level. The tests reliability obtained from Chronbach's Alpha were.62 and.75 for the vocabulary/content knowledge pretest and the story retell posttest respectively.;ANOVA results, F (4,55) = 12.74, p