Video Segment Comprehension Strategies: Male and Female University Students

Autor/in	Lin, Lu-Fang
Titel	Video Segment Comprehension Strategies: Male and Female University Students
Quelle	In: English Language Teaching, 2 (2009) 3, S.129-139 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; Video Technology; Comprehension; Males; Females; College Students; Questionnaires; Memory; Cognitive Processes; Statistical Analysis; Learning Strategies; Knowledge Level; Gender Differences; Correlation; Technology Uses in Education; Educational Technology; English (Second Language); Second Language Learning; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Verstehen; Verständnis; Male; Männliches Geschlecht; Weibliches Geschlecht; Collegestudent; Fragebogen; Gedächtnis; Cognitive process; Kognitiver Prozess; Statistische Analyse; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Wissensbasis; Geschlechterkonflikt; Korrelation; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb
Abstract	The purpose of the study was to investigate video comprehension strategies used by male and female university students. The researcher designed a video comprehension strategy questionnaire including cognitive, compensation, and memory categories. Totally, 168 Taiwanese university participants completed the questionnaire. The quantitative results demonstrate that first, regarding three categories, both males and females utilized memory strategies most frequently. Second, among 18 strategies, females used concrete referents in video segments most frequently, and for males, to retrieve world knowledge. Third, most males were unlikely to repeat the utterances orally; most females do not use their domain knowledge. Fourth, out of 18 strategies, four memory strategies and three cognitive strategies demonstrated significant differences between male and female strategy employment. Fifth, there existed positive and negative correlations between individual strategies and male video comprehension; three strategies were positively related to female video comprehension. Instructional recommendations were presented for effective video comprehension instruction. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01