Effects of Video‐Based Interaction on the Development of Second Language Listening Comprehension Ability: A Longitudinal Study

Saito, Kazuya; Akiyama, Yuka

doi:10.1002/tesq.362

Cited by 10 publications

(14 citation statements)

References 23 publications

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“…In addition to improved speaking abilities, a study showed that Korean learners at a university in the United States who worked with their assigned videoconferencing interlocutors in Korea reported, via surveys, journals, and interviews, an improvement in their listening abilities [ 27 ]. The positive effect of videoconferencing on listening-comprehension ability was also confirmed in Levak and Son’s study [ 2 ], as well as that of Saito and Akiyama [ 6 , 26 ], both of which measured participant listening abilities in listening tests and found improvements in the test outcome. Aside from the positive gains in speaking and listening skills, L2 learners could improve their vocabulary knowledge in videoconferencing tasks.…”

Section: Literature Reviewsupporting

confidence: 64%

“…One study stated having participants at the beginning-proficiency level [ 25 ], one had intermediate-level participants [ 39 ], and one had participants whose proficiency ranged from pre-intermediate to intermediate levels [ 23 ]. The studies conducted by Saito and Akiyama [ 6 , 26 ] merely stated that their participants had learned the target language for six years.…”

Section: Resultsmentioning

confidence: 99%

“…SCMC can be undertaken in different modes, such as text-based, audio-based, and video-based modes, or some combination of them. Its effect on L2 learning has been widely researched [ 5 , 6 ]. During SCMC activities, L2 learners are able to receive more authentic linguistic input and prompt feedback, and they have more language-use opportunities to interact with native speakers of their target language or more competent L2 users, such as peers or teachers [ 4 , 7 , 8 ].…”

Section: Introductionmentioning

confidence: 99%

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The Effect of Videoconferencing on Second-Language Learning: A Meta-Analysis

2022

Behavioral Sciences

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To mitigate the unexpected closure of educational institutions during the COVID-19 pandemic, e-learning has become a practical alternative to conventional face-to-face instruction. Videoconferencing, a synchronous computer-mediated communication (SCMC) approach, has been adopted as a venue to continue student learning activities. However, in the field of second-language (L2) education, videoconferencing had already been integrated into learning tasks, enabling L2 learners to have more opportunities to access authentic linguistic input and participate in interactions with more proficient users or native speakers of the target languages. Research has reported the pedagogical benefits of learners’ L2 achievement that are provided by videoconferencing, whereas some studies have reached a different conclusion. To further ascertain the effectiveness of videoconferencing in L2 learning, meta-analysis can be used to provide statistical evidence of the significance of study results, which serves as a useful reference for the application of videoconferencing to current e-learning practices. Thus, systematic meta-analysis was used in this study to synthesize the findings from experimental and quasi-experimental research into the effectiveness of videoconferencing for L2 learning. Videoconferencing approaches led to positive, medium overall effects in control/experimental group comparisons (g = 0.35, p < 0.5) on the L2 language development of listening and speaking abilities. However, this conclusion is based on five studies and, thus, needs to be treated cautiously. The implications of the findings and suggestions for future studies are discussed.

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Section: Literature Reviewsupporting

confidence: 64%

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Effect of Videoconferencing on Second-Language Learning: A Meta-Analysis

2022

Behavioral Sciences

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“…Thirdly, the present web-based listening practice did not make possible the ongoing discussion as in the metacognitive instruction. Previous research has indicated the effective role of learner interaction or discussion on the development of learners' listening motivation (Cross, 2011), listening metacognition (Bozorgian & Alamdari, 2018;Mahdavi & Miri, 2017) as well as listening skills in diverse task conditions (Saito & Akiyama, 2018), which could contribute to the improvement of overall listening comprehension. Although quite challenging, it is still beneficial to encourage learners' interaction during online metacognitive listening practice.…”

Section: Discussionmentioning

confidence: 99%

Effects of web-based metacognitive listening on Chinese university EFL learners' listening comprehension and metacognitive awareness

Pei

Suwanthep

2019

Indonesian J. Appl. Linguist.

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The present study examined the effects of web-based metacognitive listening practice on L2 learners’ listening comprehension over 14 weeks. Participants (N = 67) came from two intact classes of intermediate EFL university learners in China. The experimental group was involved in the web-based metacognitive listening practice built on the metacognitive listening principles. The control group undertook a traditional web-based listening practice with the same listening materials texts, yet without training on their metacognitive awareness. TOEFL tests and MALQ were used to track the development of listening achievements and metacognitive awareness. ANCOVA was employed to detect the differences between the two groups regarding listening achievements and metacognitive development. The results show that the experimental group made significantly greater gains than the control group in listening achievements. However, the development of metacognition remained inconclusive. The study concludes that metacognitive listening practice under web-based environment could outperform the traditional web-based listening practice in improving listening achievements among Chinese intermediate EFL learners. Besides, some recommendations for further study are discussed.

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“…An example of this can be seen in Saito and Akiyama's (2018) investigation of the English spoken language development by Japanese learners of English following a semester-long VE with native English-speaking partners that was carried out using video-conferencing. Language learning was assessed with pre-and post-tests that consisted of portions of the listening component of two versions of the Test Of English for International Communication (TOEIC), an international standardized test used to assess English language proficiency.…”

Section: Approaches That Employ Pre-and Post-tests To Evaluate Learning Outcomesmentioning

confidence: 99%

Assessing language learning in virtual exchange: suggestions from the field of language assessment

Lee

Sauro

2021

JVE

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This goal of this paper is to enhance VE practitioners’ language assessment literacy. To do so, it begins with an overview of assessment practices commonly used in VE for evaluating the complex and multifaceted nature of language competence. These include the following: (1) approaches that evaluate change in learners’ language use over time, (2) approaches that employ pre- and posttest to evaluate learning outcomes, and (3) approaches that rely on student self-report or self-documentation of learning. Based on this overview, we then look to the field of language assessment for guidelines on the selection and use of classroom-based and standardized assessment tools and practices. Using an existing VE practice scenario, the authors provide an example of language assessment selection and development.

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Effects of Video‐Based Interaction on the Development of Second Language Listening Comprehension Ability: A Longitudinal Study

Cited by 10 publications

References 23 publications

The Effect of Videoconferencing on Second-Language Learning: A Meta-Analysis

The Effect of Videoconferencing on Second-Language Learning: A Meta-Analysis

Effects of web-based metacognitive listening on Chinese university EFL learners' listening comprehension and metacognitive awareness

Assessing language learning in virtual exchange: suggestions from the field of language assessment

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