Abstract
This study examined the effects of instructional multimedia tasks designed based on five principles of reducing extraneous processing on language learners’ listening and reading comprehension development. The study comprises two phases of design and experimentation. In the design phase, twelve sets of multimedia tasks were designed considering two conditions of applying and violating the principles. In the experimentation phase, the tasks were used in two conversation classes, each consisting of 15 students. The participants’ listening and reading comprehension were assessed before and after the study by the International English Language Testing System test. The experimental group received instruction based on condition 1, using multimedia prepared in accord with the principles; and the control group received the same instruction based on condition 2, using traditionally designed videos. The results revealed that condition 1 was significantly effective in the development of both listening and reading comprehension of the participants. More detailed analyses showed that the tasks had a significant impact on improving the comprehension of monologues rather than dialogues. Further, the instruction under condition 1 led to the development of both reading for gist and reading for specific information, but the effect size of the intervention was larger for the former. The findings elucidate the value of theory-grounded and practice-supported principles for improving the design and production of multimedia presentations and the critical role of rigorously designed multimedia in language learners’ input processing and comprehension.
摘要
本研究探討了根據五種降低外在處理原則設計的多媒體教學任務，對語言學習者聽力和閱讀理解發展的影響。本研究包含了設計與實驗兩階段。在設計階段，考慮到應用與違反原則的兩種條件，我們設計了12種多媒體任務。在實驗階段，這些任務被用在兩個會話課的課堂上，每個班由15個學生組成。在研究前後，透過雅思來評量受試者的聽力與閱讀理解能力。實驗組接受了根據條件1的教學，使用按照原則準備的多媒體；對照組則接受了根據條件2的相同教學，教學時使用傳統設計的影片。研究結果顯示，條件1對受試者的聽力與閱讀理解的發展都有顯著的效果。更詳細的分析顯示，這些任務對於改善獨白而非對話的理解力有顯著影響。此外，條件1的教學導致了閱讀大意和特定資訊能力的發展，但條件1對前者的效果量更大。這些結果闡明了以理論、實踐為基礎的原則之價值，以利改善多媒體呈現的設計與製作，以及嚴謹的多媒體設計在語言學習者的資訊輸入處理和理解上扮演的關鍵角色。
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The data are available from the corresponding author upon reasonable request.
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Author 1 carried out the study, gathered the data, and helped in writing the manuscript. Author 2 conceptualized, designed, and supervised the research; and drafted, wrote, reviewed, and edited the manuscript. Authors 3 and 4 gave technical advice on how to design multimedia videos. All authors read and approved the final manuscript.
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Sayyadi, M., Rahimi, M., Ebrahimpour, R. et al. Applying Multimedia Learning Principles in Task Design: Examination of Comprehension Development in L2 Listening Instruction. English Teaching & Learning 48, 73–96 (2024). https://doi.org/10.1007/s42321-022-00132-7
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DOI: https://doi.org/10.1007/s42321-022-00132-7