A Study of Multimodal Effects on ESP Listening Comprehension

Abstract

Abstract. This study inquires into the effect of multimodality on ESP listening comprehension by examining the students' English summaries of the audiovisual recording material that comprises 51 semantic units. The study objects are 120 randomly chosen pilot cadets, who are split evenly into 4 groups: 1 control group and 3 test groups. For each group, the material is presented three times but with a different combination of multimodal. Then by using SPSS (17.0), single factor ANOVA and Post Hoc multiple tests are applied to analyze the collected data so as to find out effects of multimodality on ESP listening teaching. The study indicates that proper use of multimodality can significantly improve students' listening comprehension and visual modality has to correspond to audio modality information in order to produce desired effects. The study also demonstrates that target language subtitles are more helpful than native ones for listening comprehension.

The Use of Commercial Advertisement to Teach University Students in English for Specific Purpose Context

“…It is reported to increase the quality of ESP instruction and promote students' listening comprehension. It is also in line with the research conducted by Tao, Luo, and Zhao (2017) which aims to look into the effect of multimodality on ESP listening comprehension by examining the students' English summaries of the audiovisual recording materials. The result shows that proper use of multimodality can significantly improve students' listening comprehension.…”

Developing 3D Animated Videos Using The Plotagon Story Application to Improve Arabic Listening Skills

“…Advanced and multimodal media, which are technological advances in recent years, have been included in the listening process to enable listeners to enhance their listening comprehension through contextual cues (Cross, 2011) Many studies reported that multimodal media has a significant influence on second language (SL) or foreign (FL) Listening (Aldera, 2015;Keguruan dan Ilmu Pendidikan, Arfazul Ilmi, and Novita Dewi, 2022;Tao, Luo, and Zhao, 2017). For example, Ilmi and Dewi(Keguruan dan Ilmu Pendidikan et al, 2022) investigated English as a foreign language (EFL) learners' perceptions of the integration of multimodal information into English as a foreign language (EFL) classroom practices and reported that integrating multimodal information in the EFL learning process increased students' interest and engagement.…”

“…Meanwhile, Tao, Luo and Zhao (Tao et al, 2017) examined how multimodal information influences EFL students' listening comprehension, and modality congruence influences students' listening comprehension, especially when the visual modality matches the audio modality information.…”

“…Arabic listening skills material is categorized as complex material to teach. Arabic listening skills require complex modalities to fulfill students' multimodality (Tao et al, 2017) in learning Arabic language skills Apart from that, students tend to be passive, experiencing obstacles in the process of learning Arabic listening skills and difficulties related to learning independence. Supporting the affective process is a challenge in itself in learning to listen to Arabic, apart from the cognitive process of listening to Arabic.…”