Effect of Text-Only vs. Video Enhanced Instructions to Tasks on Language Comprehension in a Foreign Language Online Course
DOI:
https://doi.org/10.17507/tpls.1211.01Keywords:
student engagement, text-only instructions, video enhanced instructions, online learning environment, language productionAbstract
This paper aims to explore the effect of types of instructions to tasks, text only vs. video enhanced, on student engagement and language production in an online learning environment. The online learning platforms are text heavy. Although teachers have incorporated video explanations and audio-visual input, the linguistic input in the form of “instructions to tasks” has remained mostly in text form. In face-to-face foreign language classes the moments where teachers explain the task are considered valuable linguistic input teaching moments that appear to be lost in the online environment. The purpose of this project is to evaluate if there is a significant difference in quantity and quality of language production by the student depending on what format the instructions to tasks. Secondary to this goal is exploring what are the students’ attitudes and preferences towards the format of those instructions. Results from this small-scale study show that participants in the video enhance group displayed a tendency to enriched quantity and quality of language production. The context of this study is the foreign language classroom, but it can benefit other content areas as well.
References
Basal, A., Gülözer, K., & and Demir, I. (2015). Use of video and audio texts in EFL listening test. Journal of Education and Training Studies, 3(6), 89-89.
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed-methods research (3rd edition). Sage Publications, Inc.
Dagen, A., Matter, C., Rinehart, S., & Ice, P. (2008). Can you hear me now? Providing feedback using audio commenting technology. College Reading Association Yearbook, 29, 152-166.
Hamouda, A. (2013). An investigation of listening comprehension problems encountered by Saudi students in the EL listening classroom. International Journal of Academic Research in Progressive Education and Development, 2(2), 113-155.
Hulstijn, J. H., & Laufer, B. (2001). Some empirical evidence for the involvement load hypothesis in vocabulary acquisition. Language Learning, 51(3), 539-558. https://doi.org/10.1111/0023-8333.00164
Ice, P., Swan, K., Diaz, S., Kupczynski, L., & Swan-Dagen, A. (2010). An analysis of students’ perceptions of the value and efficacy of instructors’ auditory and text-based feedback modalities across multiple conceptual levels. Journal of Educational Computing Research, 43(1), 113-134. https://doi.org/10.2190/EC.43.1.g
King, D., McGugan, S., & Bunyan, N. (2008). Does it make a difference? Replacing text with audio feedback. Practice and Evidence of Scholarship of Teaching and Learning in Higher Education, 3(2), 10-16.
Londe, Z. C. (2009). The effects of video media in English as a second language listening comprehension tests. Issues in Applied Linguistics, 17(1), 41-50. https://doi.org/10.5070/L4171005108
Macwan, H. J. (2015). Using visual aids as authentic material in ESL classrooms. Research Journal of English Language and Literature (RJELAL), 3(1), 26-34.
Mandernach, B. J. (2009). Effect of instructor-personalized multimedia in the online classroom. International Review of Research in Open and Distance Learning, 10(3), 1-19. https://doi.org/10.19173/irrodl.v10i3.606
Mirvan, X. (2013). The advantages of using films to enhance students’ reading skills in the EFL classroom. Journal of Education and Practice, 4(13), 62-66.
National Standards for Quality. (2019). The National Standards for Quality Online Teaching (3rd ed.). Virtual Learning Leadership Alliance. Retrieved February 07, 2021, from https://www.nsqol.org/wp-content/uploads/2019/02/National-Standards-for-Quality-Online-Teaching.pdf
Oomen-Early, J., Bold, M., Wiginton, K. L., Gallien, T. L., & Anderson, N. (2008). Using asynchronous audio communication (AAC) in the online classroom: A comparative study. MERLOT Journal of Online Learning and Teaching, 4(3), 267-276.
Pellettieri, J. (2010). Online chat in the foreign language classroom: From research to pedagogy. MEXTESOL Journal, 34(1), 41–57.
Rahmatian, R., & Armium, N. (2011). The effectiveness of audio and video documents in developing listening comprehension skills in a foreign language. International Journal of English Linguistics, 1(1), 118-127. https://doi.org/10.5539/ijel.v1n1p115
Siegel, J. (2015). Research involving L2 listening instruction and instructors. ELT Journal, 69(3), 323-326. Retrieved from https://doi.org/10.1093/elt/ccv014
Skylar, A. A. (2009). A comparison of asynchronous online text-based lectures and synchronous interactive web conferencing lectures. Issues in Teacher Education, 18(2), 69-84.
Woottipong, K. (2014). Effect of using video materials in the teaching of listening skills for university students. International Journal of Linguistics, 6(4), 200-212. https://doi.org/10.5296/ijl.v6i4.5870
