The Effects of Auditory and Audiovisual Input on Listening Comprehension and Writing Accuracy of EFL Students: Focusing on Students’ Perceptions of Input Modality

Document Type : Research Paper

Authors

Department of English Language and Literature, University of Mazandaran, Babolsar, Iran

Abstract

The current study was conducted to examine Iranian EFL students’ listening comprehension and writing performance after receiving auditory and audiovisual input. With a quasi-experimental test-retest design, a listening comprehension test was administered in auditory and audiovisual formats to 51 intermediate EFL students from two intact classes. The results indicated that the students’ mean scores in the audiovisual listening test were significantly higher than that in the auditory test administered after a six-week interval; however, no significant difference was found in the accuracy and fluency of summary writing. The analysis of the participants’ responses to the questionnaire indicated that 75% of the students preferred the video format of the test and only 22% found it distracting. Most participants believed that visual input helped them remember details for a longer period and stay more concentrated, engaged and interested in the topic. To conclude, in addition to auditory input, audiovisual material is recommended as a preferred instrument to assess learners’ listening comprehension.

Keywords

References

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Iranian Journal of Applied Language Studies
Volume 16, Issue 2
October 2024
Pages 71-88

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