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The Effectiveness of Multiple Media Tools in L2 Listening: A Meta-Analysis

The Effectiveness of Multiple Media Tools in L2 Listening: A Meta-Analysis

Tingting Kang
Copyright: © 2019 |Pages: 32
ISBN13: 9781522576631|ISBN10: 1522576630|EISBN13: 9781522576648
DOI: 10.4018/978-1-5225-7663-1.ch028
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MLA

Kang, Tingting. "The Effectiveness of Multiple Media Tools in L2 Listening: A Meta-Analysis." Computer-Assisted Language Learning: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2019, pp. 585-616. https://doi.org/10.4018/978-1-5225-7663-1.ch028

APA

Kang, T. (2019). The Effectiveness of Multiple Media Tools in L2 Listening: A Meta-Analysis. In I. Management Association (Ed.), Computer-Assisted Language Learning: Concepts, Methodologies, Tools, and Applications (pp. 585-616). IGI Global. https://doi.org/10.4018/978-1-5225-7663-1.ch028

Chicago

Kang, Tingting. "The Effectiveness of Multiple Media Tools in L2 Listening: A Meta-Analysis." In Computer-Assisted Language Learning: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 585-616. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7663-1.ch028

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Abstract

Due to the nature of listening, multiple media tools (e.g., audiocassette players, radio, video, multimedia, and language laboratory) have been utilized in second language (L2) listening instruction for a long time. This chapter recruited the most recently published empirical studies and meta-analyzed available evidence on the effects of different multiple media tools on L2 listening comprehension. The results revealed a medium-to-large effect of multiple media tools on listening comprehension in between-group designs (Cohen's d = .69). The effects of individual multiple media tools have also been statistically synthesized. Further, moderator analysis could help L2 educators and test developers make decisions on applying different multiple media tools in the fields of L2 instruction and assessment. Specifically, subtitles (in the first language/L1) /captions (in the source language/L2), as well as self-regulated listening and slow speed, are recommended to teachers and test developers as a means to improve learners' listening comprehension. In the end, this chapter concludes by identifying potential areas for future research.

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