Effects of Advance Organizers on Taiwanese Middle School Students' English-Video Listening Comprehension

Autor/inn/en	Wang, Hsin-Cheng; Hsiao, Cheng-hua
Titel	Effects of Advance Organizers on Taiwanese Middle School Students' English-Video Listening Comprehension
Quelle	In: Taiwan Journal of TESOL, 19 (2022) 2, S.107-144 (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-9448
Schlagwörter	Advance Organizers; Second Language Learning; Second Language Instruction; English (Second Language); Teaching Methods; Comparative Analysis; Cognitive Ability; Grade 8; Foreign Countries; Student Attitudes; Video Technology; Language Proficiency; Scaffolding (Teaching Technique); Listening Comprehension; Instructional Effectiveness; Taiwan + Suchen Sie Ihr Suchwort? Lernmaterial; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; School year 08; 8. Schuljahr; Schuljahr 08; Ausland; Schülerverhalten; Language skill; Language skills; Sprachkompetenz; Hörverständnis; Unterrichtserfolg
Abstract	This study investigated the effects of advance organizers on Taiwanese middle school students' English listening comprehension after they watched videos. The participants were 82 eighth-graders in Taiwan, and they were randomly assigned to one of three groups: a control and two experimental groups. Two language proficiency levels- low-to-medium and high- were created. One advance organizer, comprising text aids, was used in experimental group 1, whereas two advance organizers, comprising text aids and visual aids in experimental group 2 were used. The results revealed a significant difference between the three groups among participants with high English proficiency. A difference approaching significance also existed between high-proficiency participants in terms of percentage accuracy in two types of comprehension tests, one comprising general questions and the other comprising specific/inferential questions. Participants' attitudes and perceptions toward video watching and advance organizers were highly favorable. The participants in the two experimental groups experienced a lower cognitive load than did those in the control group. The findings imply that advance organizers serve as effective scaffolding, especially for middle school students who are highly proficient in listening comprehension. However, participants with low-to-medium proficiency may be initially unreceptive to the advance organizers used because they may impose an excessive cognitive load. (As Provided).
Anmerkungen	National Chengchi University Department of English. 64 Sec 2 ZhiNan Road, Wenshan District, Taipei 11605, Taiwan, R.O.C. Tel: 886-2-2938-7248; Fax: 886-2-2939-0510; e-mail: tjtesol@nccu.edu.tw; Web site: http://www.tjtesol.org/index.php/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01