The Effects of Advance Organizer Instruction Accompanying Video Viewing on Junior High School Students’ Listening Comprehension

• Main Authors: Pi-Chun Hsu, 許碧純
• Other Authors: Wen-Chun Chen
• Format: Others
• Language: en_US
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/44928166600965608714

碩士 === 國立中正大學 === 外國文學所 === 98 === In the field of English teaching in Taiwan, listening has often been overlooked in regular English curriculum for junior high school students. Therefore, most junior high school students are not motivated when it comes to English listening. Finding an effective method of teaching English listening has become one of the most important tasks for junior high school English teachers. In recent years, with the rapid development of technology, using multimedia, such as videos, in English teaching has been widely discussed. The purpose of the study is to investigate the effect of advance organizer instruction (AOI) (an integration of visual contextual cues and pre-questioning) accompanying video viewing on students’ listening comprehension. The three research questions are: Does AOI (an integration of visual contextual cues and pre-questioning) accompanying video viewing help improve junior high school students’ listening comprehension? Does AOI accompanying video viewing have different effects on the listening comprehension of students with different English proficiency levels? What are junior high school students’ perceptions of the use of videos as listening material and AOI accompanying video viewing in language classrooms? The study lasted for four months, from September, 2009 to January, 2010. The participants were 34 9th-graders in junior high school. During the study, the researcher conducted a pretest and posttest for data analysis. A pre-questionnaire and post-questionnaire were administered before and after the intervention to understand the students’ perceptions. The study results indicated that AOI accompanying video viewing helped enhance students’ listening comprehension and that AOI accompanying video viewing contributed to students’ answering picture-description questions of the General English Proficiency Test (GEPT). Also, after students received AOI accompanying video viewing in listening class, low-proficiency-level (LPL) students made significantly more progress in the posttest than high-proficiency-level (HPL) students. Students also gave positive feedback to AOI accompanying video viewing in language classrooms. On the basis of the findings, the researcher proposed pedagogical implications to English teachers and encouraged future studies to examine the effects of AOI accompanying video viewing on other aspects of English teaching.