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Students in two intact second-semester French sections completed listening tests before a four-week phase and then again immediately and with delay. The treatment group received audiovisual-based listening instruction, while the control group completed a non-audiovisual listening task. 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The experimental group improved in immediate and delayed posttests and achieved higher scores than the control group, with effect sizes suggesting a positive outcome even though posttest score differences were not significant.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595646,1792166645,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","calico journal (online) issn 2056–9017  \nArticle  \nEffects of Audiovisual Media on L2 Listening Comprehension: A Preliminary Study in French  \nShannon R. Becker1 and Jessica L. Sturm2  \nAbstract  \nThe purpose of the present study was to determine whether integrating online audiovisual materials into the listening instruction of L2 French learners would have a measurable impact on their listening comprehension development. Students from two intact sections of second-semester French were tested on their listening comprehension before and after a four-week learning phase during which the treatment group received listening instruction via audiovisual materials while the control group completed a different listening task that did not involve audiovisual materials. Results from thepretest indicated that the two groups began the study at a nearly identical level of listening ability. The experimental group subsequently increased its listening proficiency in the immediate and delayed posttests, achieving considerably higher scores when compared to the control group. While the difference in scores on the posttests was not significant, effect sizes suggested a positive outcome for the experimental group. This study represents a preliminary indication that activities using online audiovisual materials may have a positive impact on the acquisition of listening comprehension skills.  \nKeywords: listening; technology; instructed SLA; audiovisual; French  \nWhile the ultimate goal of language instruction is the development of speaking, listening, reading, and writing skills in the target language, considerable emphasis has been placed in recent years on learners’ ability to communicate effectively in the oral mode in a target language environment. In evaluations of this communicative ability, oral production has often been the sole criterion for analysis despite the fact that successful communication in the oral mode  \nAffiliations  \n1Northern Illinois University, DeKalb, IL.  \nemail: [sbecker@niu.edu](sbecker@niu.edu)  \n2Purdue University, Lafayette, IN.  \n[email: jsturm@purdue.edu](email: jsturm@purdue.edu)  \ncalico journal vol 34.2 2017 147–177 [https://doi.org/10.1558/cj.26754](https://doi.org/10.1558/cj.26754)  \n©2017, equinox publishing   \n148 Effects of Audiovisual Media on L2 Listening Comprehension  \nis contingent upon correct perception of the aural input. This can frequently lead to an imbalance in the amount of speaking and listening practice in the L2 classroom. As a means of exploring ways to increase and improve listening practice, the aim of the present study was to investigate the potential effects of audiovisual media on second language learners’ listening comprehension skills in French.  \nListening research is necessary for the development of a more complete understanding of learners’ oral communicative abilities in a foreign language. This can take the form of studies that seek to explain the cognitive processes of listening as well as studies designed to test a proposed method for improving listening skills in an instructed second language acquisition context. The present investigation belongs to the latter group, and was designed to implement and evaluate a technique for improving listening skills in the FL classroom using audiovisual resources. Audiovisual media were systematically incorporated into the listening instruction of an experimental group to determine whether the dual modality of this resource would lead to improved listening performance.  \nPrevious Research  \nListening Comprehension  \nListening involves the ability to break speech into its component parts, to understand these as they relate to one another, and to infer meaning based on context and background knowledge (Brown, 2011; Mecartty, 2001; O’Malley, Chamot,& Küpper, 1989; Vogely, 1995). Research indicates that top-down listening strategies are more effective in comprehending aural input than are bottom-up strategies, which tend to cause listeners to ","cbCaimKy1SnAHnXk","https://ap.wps.com/l/cbCaimKy1SnAHnXk","pdf",10885385,31,"English","# Abstract\n# While the ultimate goal of language instruction\n# Previous Research\n## Listening Comprehension\n## Contextual Support in Listening\n## Visual and Audiovisual Support","[{\"question\":\"What was the study’s main purpose?\",\"answer\":\"To determine whether online audiovisual materials integrated into L2 French listening instruction would measurably improve learners’ listening comprehension development.\"},{\"question\":\"How were the treatment and control groups different?\",\"answer\":\"The treatment group received listening instruction via audiovisual materials, while the control group completed a different listening task that did not involve audiovisual materials.\"},{\"question\":\"What did the pretest and posttest results show?\",\"answer\":\"Pretest results indicated both groups began at nearly the same level. The experimental group improved in immediate and delayed posttests and achieved higher scores than the control group, with effect sizes suggesting a positive outcome even though posttest score differences were not significant.\"}]","Effects of Audiovisual Media on L2 Listening Comprehension: A Preliminary Study in French | PDF",1792081543,78]