Systematic literature review on audio-visual multimodal input in listening comprehension

Shaojie, Tan; Samad, Arshad Abd; Ismail, Lilliati

doi:10.3389/fpsyg.2022.980133

Cited by 8 publications

(5 citation statements)

References 65 publications

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“…The systematic incorporation of audio and visual stimuli not only aligns with the natural multisensory nature of language but also mirrors real-world linguistic encounters, thus preparing learners for authentic communication scenarios (Shaojie et al, 2022). In the light of the aforementioned, the exploration of the efficacy of audio-visual facilities in the teaching and learning of English Phonology is not merely an academic endeavor, but also pragmatic inquiry with significant implications for modern language education.…”

Section: Literature Reviewmentioning

confidence: 99%

Efficacy of the Use of Audio-Visual Facilities in the Teaching and Learning of English Phonology

Nwokedi

2023

IJASSE

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This paper discussed the efficacy of the use of audiovisual facilities in the teaching and learning of English Phonology. In recent years, the integration of audiovisual facilities in classrooms has emerged as a potential catalyst for enhancing the learning experience, particularly in the realm of English Phonology. Through observing classrooms and gathering feedbacks from both educators and students, a clearer picture of the impact of audiovisual tools emerged. The ease of illustrating phonetic and phonological nuances with the help of visual and auditory stimuli was found to significantly elevate the learning curve. The interaction between visual aids, auditory tools, and traditional teaching methods creates a more engaging and interactive learning environment, which in turn, contributes to a more effective motivating and enjoyable learning experience. This exploration has not only shed light on the potential benefits of employing audiovisual facilities in the teaching and learning of English Phonology but also advocated for a broader acceptance and implementation of technology in educational settings to better cater for the diverse learning needs and preferences of today’s learners especially, in English Phonology. These include the compelling need to equip educators with the necessary training on how to effectively use AV facilities to teach English Phonology, enhance resource availability, overcome language interference as well as address technical issues. Others are to foster student engagement, assess effectiveness regularly, explore multimodal learning environments, among others.

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Section: Literature Reviewmentioning

confidence: 99%

Efficacy of the Use of Audio-Visual Facilities in the Teaching and Learning of English Phonology

Nwokedi

2023

IJASSE

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“…AVM or multimedia inside the classroom consists of more than one medium aided by technology (Kapi et al, 2017;Abdulrahaman et al, 2020) and is used to improve understanding (Guan et al, 2018). Shaojie et al (2022) found that AVM input can enrich learners' understanding of the content and motivate them to actively participate in listening comprehension activities by providing more authentic language input that is richer in multimodal cultural and situational contexts. Moreover, AVM promotes inclusivity by accommodating diverse learning preferences and enhancing comprehension and retention.…”

Section: Epistemic Practices -The Philippines and Japanmentioning

confidence: 99%

Epistemic Goals and Practices in Biology Curriculum—the Philippines and Japan

Errabo,

Fujinami,

Isozaki

2024

Res Sci Educ

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Despite cultural differences, the Philippines–Japan partnership is developing an intentional teaching curriculum with parallel standards. However, disparities among their respective educational systems have prompted inequalities. As education plays a critical role in collaboration, we explored the Epistemic Goals (EGs) and Epistemic Practices (EPs) in the biology curriculum, with the research question: How do the epistemic goals and practices of the biology curriculum transmit knowledge and skills in the Philippines and Japan? Using an ethnographic design, we conducted two iterative explorations of EGs and EPs. First, we examined the curriculum policy to determine its EGs. Using the A-B-C-D protocol, we employed discourse analysis to evaluate knowledge and skills in the biology grade-level standards. Second, we examined the articulation of goals in classroom teaching practices. We conducted classroom immersion and observed classes to determine EPs and supported our observations through interviews, synthesizing the data using inductive content analysis. Our findings revealed that the Philippines’ EGs were to transmit factual knowledge enhanced by basic science skills, and their EPs were audio-visual materials, gamified instructions, guided inquiry, posing questions, and learning-by-doing. In comparison, Japan’s EGs were to provide a solid foundation of theoretical and metacognitive knowledge, integrated science skills, and positive attitudes. Its EPs involved cultivating lasting learning, observation, investigation, experimentation, collaborative discussion, and reflective thinking. Our study makes a meaningful contribution by shedding light on crucial ideologies and cultural identities embedded in Biology curricula and teaching traditions.

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“…The inclusion of visual aids in instruction and teaching can be highly advantageous in enhancing the learning of students. Furthermore, the integration of both visual and auditory cues seems to be extremely efficacious, as it engages the two most crucial sensory modalities [60][61][62] . Some teachers also use digital resources to aid students' learning process [63] .…”

Section: Teaching and Instructional Strategiesmentioning

confidence: 99%

Analyzing the level of interest of high school students in solving mathematical problems in the modular and face-to-face learning

Espartero,

Caldaza,

Prado

2024

Environ. Soc. Psychol.

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As schools continue to adjust to changing circumstances, it is essential to use strategies that not only help students learn, but also interest and inspire them. More effective and engaging learning experiences can be created with the use of knowledge on how different strategies affect students’ levels of interest. This quantitative study aimed to analyze the interest levels of students in solving mathematical problems as mediated by different teaching ideas/strategies i.e., with gamification, with graphic and visuals, and with digital resources. Likert-scale was used to code and assign weight for the questionnaire. Findings indicated that interest levels of students were high during distance learning because they can access online resources (e.g., search engines, YouTube, e-books) to be used for independent learning. In face-to-face classes, students reported high level of interest in solving mathematical problems if there are learning aids (e.g., graphs, pictures, charts) presented to them and access to online resources. As suggested, teaching strategies require teachers to focus more on visual and online-assisted learning to make students feel interested in solving mathematical problems and in learning mathematical concepts. The findings offered teachers an opportunity to integrate more on innovative teaching through adapting to resources which their students have access to. Such instructional direction required in-depth assessment to establish some novel instructional strategies that stimulate students to learn more.

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Systematic literature review on audio-visual multimodal input in listening comprehension

Cited by 8 publications

References 65 publications

Efficacy of the Use of Audio-Visual Facilities in the Teaching and Learning of English Phonology

Efficacy of the Use of Audio-Visual Facilities in the Teaching and Learning of English Phonology

Epistemic Goals and Practices in Biology Curriculum—the Philippines and Japan

Analyzing the level of interest of high school students in solving mathematical problems in the modular and face-to-face learning

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