This study investigated 60 female and male learners in 3 groups of 20 who were selected by a Nelson test, to determine whether computerized pre listening activities, the use of key vocabulary and pictures, have a significant effect on the comprehension of English narrative texts. Also, was there any significant difference between the two computerized pre- listening activities in terms of their effect on comprehension of English narrative texts? To do this, a computer assisted language learning (CALL) software, RFLX 2013, was employed for the purpose of the study. All participants listened to four different narrative passages via a computer. Each experimental group was exposed to one of two computerized pre listening activities. After listening, subjects answered a five item true-false test and a five item multiple-choice test. Finally an ANOVA and a t-test were used to analyze the data. The results of this study showed that both types of computerized activities have significant effects on the listening comprehension of English narrative texts. Using multimedia software can help listeners to make a bridge between what they already know and what they are supposed to learn.
| Published in | Education Journal (Volume 2, Issue 4) |
| DOI | 10.11648/j.edu.20130204.15 |
| Page(s) | 132-137 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2013. Published by Science Publishing Group |
Computerized Activities, Pre Listening Activities, Narrative Texts, Multimedia Software
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APA Style
Mahbube Keihaniyan. (2013). Computerized pre-Listening Activities and the Comprehension of English Narrative Texts.. Education Journal, 2(4), 132-137. https://doi.org/10.11648/j.edu.20130204.15
ACS Style
Mahbube Keihaniyan. Computerized pre-Listening Activities and the Comprehension of English Narrative Texts.. Educ. J. 2013, 2(4), 132-137. doi: 10.11648/j.edu.20130204.15
AMA Style
Mahbube Keihaniyan. Computerized pre-Listening Activities and the Comprehension of English Narrative Texts.. Educ J. 2013;2(4):132-137. doi: 10.11648/j.edu.20130204.15
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author = {Mahbube Keihaniyan},
title = {Computerized pre-Listening Activities and the Comprehension of English Narrative Texts.},
journal = {Education Journal},
volume = {2},
number = {4},
pages = {132-137},
doi = {10.11648/j.edu.20130204.15},
url = {https://doi.org/10.11648/j.edu.20130204.15},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20130204.15},
abstract = {This study investigated 60 female and male learners in 3 groups of 20 who were selected by a Nelson test, to determine whether computerized pre listening activities, the use of key vocabulary and pictures, have a significant effect on the comprehension of English narrative texts. Also, was there any significant difference between the two computerized pre- listening activities in terms of their effect on comprehension of English narrative texts? To do this, a computer assisted language learning (CALL) software, RFLX 2013, was employed for the purpose of the study. All participants listened to four different narrative passages via a computer. Each experimental group was exposed to one of two computerized pre listening activities. After listening, subjects answered a five item true-false test and a five item multiple-choice test. Finally an ANOVA and a t-test were used to analyze the data. The results of this study showed that both types of computerized activities have significant effects on the listening comprehension of English narrative texts. Using multimedia software can help listeners to make a bridge between what they already know and what they are supposed to learn.},
year = {2013}
}
TY - JOUR T1 - Computerized pre-Listening Activities and the Comprehension of English Narrative Texts. AU - Mahbube Keihaniyan Y1 - 2013/06/30 PY - 2013 N1 - https://doi.org/10.11648/j.edu.20130204.15 DO - 10.11648/j.edu.20130204.15 T2 - Education Journal JF - Education Journal JO - Education Journal SP - 132 EP - 137 PB - Science Publishing Group SN - 2327-2619 UR - https://doi.org/10.11648/j.edu.20130204.15 AB - This study investigated 60 female and male learners in 3 groups of 20 who were selected by a Nelson test, to determine whether computerized pre listening activities, the use of key vocabulary and pictures, have a significant effect on the comprehension of English narrative texts. Also, was there any significant difference between the two computerized pre- listening activities in terms of their effect on comprehension of English narrative texts? To do this, a computer assisted language learning (CALL) software, RFLX 2013, was employed for the purpose of the study. All participants listened to four different narrative passages via a computer. Each experimental group was exposed to one of two computerized pre listening activities. After listening, subjects answered a five item true-false test and a five item multiple-choice test. Finally an ANOVA and a t-test were used to analyze the data. The results of this study showed that both types of computerized activities have significant effects on the listening comprehension of English narrative texts. Using multimedia software can help listeners to make a bridge between what they already know and what they are supposed to learn. VL - 2 IS - 4 ER -
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