ERIC Number: ED254107
Record Type: RIE
Publication Date: 1984
Reference Count: 0
Videotape vs. Audiotape for Listening Comprehension Tests: An Experiment.
Parry, Thomas S.; Meredith, R. Alan
OMLTA Journal, p47-53 1984
A study to determine whether college students in first-, second-, and third-year Spanish courses who saw and heard dialogs between native speakers would score significantly higher on a listening comprehension test than those who only heard the dialogs had as its subjects 178 students randomly divided into two treatment groups. Twenty-seven dialogs, each containing items of varying degrees of difficulty and each less than one minute long, were videotaped for one group and the soundtrack was dubbed onto audiotape for the other group. The comprehension test consisted of 60 multiple-choice completion items in English. The statistically analyzed results indicated that students in the first- and second-year courses who saw the videotapes performed significantly better than those hearing the audio portion only. It is theorized that this occurred because the videotape provided more stimuli contributing to redundancy. Followup interviews indicated that students seeing the videotape may have had more interest and greater motivation to pay attention than those hearing the sound only. The test's ability to discriminate was about equal for audio- and videotapes, but teachers are cautioned to use discrimination indices only when using tests to rank students rather than when assessing progress. It is also suggested that if students do understand more of the videotaped version, they will feel greater success and incentive for developing their language skills. (MSE)
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: In: Snyder, Barbara, Ed. Look Out World, Here We Come! See FL 014 904.