Design of the While Listening Activities in Interactive Multimedia Listening Software

Design of the While Listening Activities in Interactive Multimedia Listening Software

Vehbi Turel (The University of Bingol, Turkey) and Atif Waraich (Manchester Metropolitan University, UK)
DOI: 10.4018/978-1-5225-3422-8.ch035
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Abstract

This chapter focuses on the design of the while-listening activities while designing and developing interactive multimedia listening software (MLS) that aims to enhance language learners' listening skills as a part of learning English as a second. The language learners' perceptions towards the type (priority) as well as the number of the while listening activities (questions) on screen at one time were investigated. In total, 56 (N = 56) language learners participated in this study. The study was mostly quantitative and partly qualitative in nature. The quantitative results were analysed with SPSS. The qualitative data were analysed by examining the participants' responses gathered from the open-ended questions and semi-structured interviews, and by focusing on the shared themes among the responses. The results reveal that the language learners think that the priority as well as the number of the while listening activities on screen at one time can help as well as hinder their focus and comprehension at the while-listening stage in terms of different aspects.
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Background

The objective of interactive multimedia listening software (MLS) is to develop and practice language learners' listening skills and to improve their listening development as a part of second/foreign language learning (SLL/FLL). Although this can be achieved in a wide range of ways such as through instructions (Turel & McKenna, 2015a), feedback (Türel, 2012), captions (Perez, Peters & Desmet, 2014; Yang & Chang, 2014; Leveridge & Yang, 2013; Lwo & Lin, 2012; Trinder, 2002), tasks (Turel, 2014; Turel & Kiliç, 2014; Turel, 2015), annotations (Jones, 2015), glossaries (Turel & McKenna, 2015b), and other ways, this can also be achieved with a wide variety of activities which can give language learners the opportunities to practice and develop their acoustic and visual channels, and receptive and productive skills. Since the focus of this chapter is the priority and the number of the while-listening activities/questions (i.e. ‘Clickable’, ‘Drag & Drop’, ‘Typing a letter’, ‘Typing a word’) on screen at one time while designing and developing interactive MLS, we firstly focus on the pedagogical aspects of the while-listening activities in SLL/FLL and later look at the design of the while-listening activities in interactive MLS as a part of SLL/FLL.

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