Effects of the Presentation Mode on the Performance Efficiency of English Listening Comprehension Task Supported by PDA
I-Jung Chen, Dept. of Applied Foreign Language, Takming University of Science & Technology, Taiwan ; Chi-Cheng Chang, Department of Technology Application and Human Resource Development, National Taiwan Normal University, Taiwan ; Yen-Chang Lee, Institute of Technological and Vocational Education, National Taipei University of Technology, Taiwan
EdMedia + Innovate Learning, in Lisbon, Portugal ISBN 978-1-880094-89-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
According to cognitive load theory, when message is presented simultaneously to visual and audio channels, the performance of the working memory is enhanced because more information can be processed. On other hand, the redundant materials may force the severely constrained working memory to process unnecessary information leading to ineffective learning. This study therefore explored whether the concurrent written text improved listening comprehension development for English learners when using PDA as the learning tool. 87 English major students conducted English listening comprehension test with either auditory passage or auditory passage with written text. Research findings indicated that the written text facilitated test performance for the learners of lower English proficiency in the recall test, but not in the succeeding extended test. The study suggested when using PDA as the training tool, providing concurrent written text aided the acquirement of information but not the development of the English listening comprehension skill.
Chen, I.J., Chang, C.C. & Lee, Y.C. (2011). Effects of the Presentation Mode on the Performance Efficiency of English Listening Comprehension Task Supported by PDA. In T. Bastiaens & M. Ebner (Eds.), Proceedings of ED-MEDIA 2011--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2903-2912). Lisbon, Portugal: Association for the Advancement of Computing in Education (AACE).
© 2011 Association for the Advancement of Computing in Education (AACE)