Learners' attitudes to repetitious exposure in multimedia listening software

Abstract

The positive effects of using different types of listening texts (i.e. audio, video) in listening enhancement as a part of foreign language learning are already well known (Turel 2004: 178-84, Tschirner 2001: 310, Ridgway 2000: 182, Borchardt 1999:10, Adair-Hauck et al. 1999: 273, 289, Peter 1994: 202, Hart 1992: 5). As multimedia enables us to combine and present different listening texts on the same digital computer platform more effectively, the same listening texts can be presented to language learners in different forms (Turel 2004: 129-38, Trinder 2002: 79, Heron et al. 2002: 37, Brett 1998: 81, Chanier 1996: 7, Ashward 1996: 80, Brett 1996: 204, Fox et al. 1992: 39, Leffa 1992: 66). In this research, the language learners were provided with listening texts in the form of audio-only and audio-visuals (i.e. audio + visuals, audio + animation, video-only, video + visuals). They were also provided with the opportunity of re-listening to the same audio-only with visuals and audio-visuals without visuals. This study investigated 45 autonomous intermediate and upper intermediate language learners' perceptions of the opportunity of re-listening to the same audio-only with visuals and audio-visuals without visuals through interactive multimedia listening software that aimed to enhance the listening skills of the participants. The results reveal that the language learners are in favour of re-listening to the same audio-only with visuals and audio-visuals without visuals. They believe that such an opportunity improves their listening skills and helps prepare them for the real world.