ERIC Number: EJ1214432
Record Type: Journal
Publication Date: 2019-Apr
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1533-242X
EISSN: N/A
Comparing Extensive Reading to Extensive Reading-While-Listening on Smartphones: Impacts on Listening and Reading Performance for Beginning Students
Milliner, Brett
Reading Matrix: An International Online Journal, v19 n1 p1-19 Apr 2019
This study traced the development of beginner-level (CEFR A1 and A2) Japanese university English learners' listening and reading skills (N=58). Improvements in listening and reading performance were compared among three groups of low proficiency EFL students: (1) learners who simultaneously read while listening to over 100,000 words from graded reader audiobooks (n=19), (2) learners who read over 100,000 words from digital graded readers (n=17), and (3) a control group who were not required to do any extensive reading (n=22). Changes in listening proficiency were evaluated by: (1) changes in TOEIC® listening test scores, and, (2), changes in listening vocabulary levels test (LVLT) results, while developments in reading proficiency were evaluated by: (1) changes in TOEIC® reading test scores. While the reading-while-listening group achieved significant gains across all measurements, and in comparison to the reading group, achieved better post-treatment results, the strong performance from the control group makes it difficult to conclude that extensive reading-while-listening is the most effectual approach for lower proficiency EFL learners.
Descriptors: Reading Skills, Listening Skills, English (Second Language), Second Language Learning, College Students, Foreign Countries, Program Effectiveness, Skill Development, Telecommunications, Handheld Devices, Vocabulary Development, Reading Achievement, Electronic Publishing
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan
Grant or Contract Numbers: N/A