Learners value classroom listening practice and prefer video or equal weighting over audio-only materials¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? All 36 respondents rated classroom listening/audiovisual practice as very (44.4%) or very much (55.6%) important; 58.3% had no audio/video preference, 30.6% preferred video, 11.1% audio. → Núñez 2017

Evidence¶

Núñez 2017¶

Casañ Núñez, J. C. (2017). Testing audiovisual comprehension tasks with questions embedded in videos as subtitles: a pilot multimethod study. The EUROCALL Review, 25(1). https://doi.org/10.4995/eurocall.2017.7062

q2 · i? · associational · r1

Frequency analysis of the first questionnaire completed by 36 of the 41 informants; the article says the results support the idea that video should prevail over audio or at least have similar weight.

"Most students (21 / 58.3%) reported that they did not have a preference for audio or video materials for practising listening/audiovisual comprehension in the classroom. In addition, many more participants showed a predilection for video (11 / 30.6%) instead of audio (4 / 11.1%)."

Discussion¶

Related Claims¶

• Embedded questions in video as synchronized subtitles do not affect SFL audiovisual comprehension test performance — related
• Most learners report that visual input helps them understand speakers — related
• Video-based listening instruction produced a larger score improvement than audio-based instruction in an Indonesian EFL high-school experiment — related
• Interactive multimedia materials using Wondershare Quizcreator produced significantly higher posttest listening scores than audio materials in a quasi-experiment with 72 undergraduates — related
• PowerPoint-enhanced teaching (visual input) produced significantly better listening comprehension post-test scores than traditional teaching for Iranian intermediate EFL learners — related
• Video-group students self-reported better understanding of the material than textbook-group students (44% vs 36% felt they understood well or very well) — related
• Students oppose preferring AI videos over instructor-recorded videos and distrust AI video information as much as human-presented information — related
• Learners taught French vocabulary with an audiovisual method (listening to video pronunciation while following the written script) achieved higher learning success rates in week one than learners taught with the conventional method — related