| Summary: | 博士 === 國立高雄師範大學 === 英語學系 === 104 === Abstract
This study aims at exploring the effects of the vodcast English listening instruction (VELI) on the English listening performance for university students in Southern Taiwan. To achieve the purpose, 65 students were recruited and divided into two groups; one was a control group (CG) with the traditional English listening instruction, and the other was an experiential group (EG) with VELI. The subjects were similar in their English proficiency level because of the conditions of entrance to the university and their overall scores in the pre-test. This study compared their English listening performance in terms of macro and micro listening skills before and after the VELI. To be specific, macro skills refer to the skills dealing with the main ideas, inferences, and exemplifications of a text, while micro skills refer to the skills dealing with prosodic patterns, colloquial language, speech rate, and cohesive devices. In addition, this study compared the two groups’ responses to the explicit instruction of macro and micro listening skills. Furthermore, the study analyzed the EG’s responses to the three topics in the VELI, including: (a)the teaching content, (b)the interface design of the vodcast platform, and (c)the gains, difficulties, suggestions for the VELI. Based on the data analyses,the findings of the study are summarized as follows:
1.There is a significant difference for both the EG’s and the CG’s
listening performance in the study. Both the EG and the CG subjects made
progress in their English listening performance after the English
listening instruction. However, the mean scores of the EG are
significantly higher than those of the CG. This result indicates that the
EG not only improve their English listening more than the CG in terms of
overall performance, macro, and micro skills, but they also outperform the
CG in the post-test.
2.There are 14 significant differences in the EG’s and the CG’s responses
to the explicit instruction of macro and micro listening skills in the
VELI. The higher mean score in the post-study questionnaire revealed that
the EG held more positive responses to the explicit instruction of macro
and micro listening skills in the VELI. To be more specific, the EG
students were confident that they could use the context to understand key
words, important sentences, and the speaker’s intention and implication.
Furthermore, they expressed that they were capable of recognizing the
gist, inferences, various subtopics, discourse markers, and transitional
words, as well as remembering the messages they hear while keeping up with
the rate of the message delivery.
3.The EG’s responses to the teaching content of the VELI were positive.
Specifically, their responses to the teaching content of the VELI revealed
that the EG showed more positive responses to the teaching content of the
VELI after the English instruction. To be more specific, a majority of the
EG students found the English teaching materials and instructions in the
vodcasts were moderate and easy to understand. In addition, most of the EG
students perceived the VELI highly practical in helping improve their
listening ability. Moreover, most of the EG students expressed that the
vodcasts enabled them to review the learning materials and learn at their
own pace. Furthermore, a majority of the EG students reported that the
production of their own vodcasts helped improve their English listening
and speaking.
4.The EG’s responses to the interface design of the vodcast in the VELI
platform were positive. To be more specific, the EG showed more positive
responses to the interface design of the vodcast in the VELI platform
after the English instruction. To begin with, most of the EG students
expressed that the vodcast was user-friendly. In addition, a majority of
the EG students claimed that the replay function in the vodcast was great
for their learning. Moreover, a great number of the EG students expressed
that the vodcast produced excellent sounds and images for learning
English.
5.The EG subjects’responses to the gains, difficulties, and suggestions
were mostly positive. To be specific, most of the EG subjects expressed
that their listening improvement was a result of the explicit teaching of
listening skills in the VELI. Furthermore, they claimed that the VELI
motivated them to learn and reduced their anxiety in listening. In
addition, the EG subjects expressed the convenience and accessibility of
the VELI, which enabled them to review and control their pace of learning.
However, some of the EG subjects encountered difficulties in Internet
access, speakers’accents, and peer cooperation issue in their use of the
VELI. In this regard, most of the EG students suggested that the
instructor provide them with assistance in dealing with such problems.
Based on the study findings, some pedagogical implications for English listening instruction are provided. First, EFL students can incorporate the VELI into the English listening program in universities to reinforce students’ listening performance through the explicit instruction of listening skills in the VELI. Second, teachers should use vodcasts to assist students with homework, review of concepts, missed classes, and test preparation, and to help reduce students’ anxiety in listening, Third, programmers can incorporate such additional online resources to help students better develop their macro and micro skills on their own. Specifically, by using such convenience online software on the VELI, students can increase practice without any restrain on time and place.
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