The Effects of Using Two Advance Organizers with Video Texts for the Teaching of Listening in English

“In another study on different types of question preview, Chung (2002) found that multiple choice questions had a greater influence on listening success than open-ended questions.”

“• There was substantial evidence of the value of captions in training in listening skills and aural word recognition (Baltova 1999; Chung 1999, 2002; Huang & Eskey 1999–2000; Markham 1999, 2001; Markham, Peter & McCarthy 2001; Markham & Peter 2003).”

“As reported by Chung (2002), open-ended items require students to draw conclusions, understand themes, and synthesize video sections into an overarching concept.”

“For example, although advanced learners may be better able to access and obtain more comprehensible input, learners with lower proficiency seem to encounter more difficulty in comprehending videos (Chung, 2002). As argued by Vanderplank (2016), learners’ cognitive and affective engagement in 672 F.”

“Indeed, research has indicated that videos with subtitles can be helpful for the development of vocabulary, listening, and reading skills (e.g. Chung, 2002; Lwo & Lin, 2012; Markham et al., 2001; Teng, 2019, 2020; Wang, 2014).”

“, 2004 Reading skills VP X Coulter & Lambert, 2015 Reading skills VP X Chung, 2002 [47] Listening skills VP, AO X Denner et al.”

“Preteaching as an intervention has been found to contribute to school-age students’ performance in reading fluency and reading comprehension (e.g., Burns, Dean, & Foley, 2004; Burns, Hodgson, Parker, & Fremont, 2011; Chung, 2002; Fitzgerald & Graves, 2005; Koury, 1996).”

“In her own study, Kim’s [31] research findings support the notion that videos are a more useful and effective tool for the development of listening in comparison to the lecture-based instruction.”

“Pre-teaching words before viewing English language videos has been found to increase comprehension (Chung, 2002).”

“Chung (2006, p. 142) explains that advance organizer is an overview or summary of information that is organized in advance and is presented before the learners have approached the task .So, the advanced organizer technique, in its many varieties, enable EFL teachers to tap into learners motivation and is beneficial in…”

“Chung (2002) studied the effect of question previewing and vocabulary pre-teaching on listening comprehension.”

“Second, students generally expressed positive attitudes toward advance organizers (Ambard & Ambard, 2012; Chung, 2002), especially the teacher-aided ones in the third experiment.”

“Researchers have reported the effectiveness of preteaching for learning from text (Christen & Murphy, 1991; Koury, 1996), for improving reading fluency and comprehension (Burns, Dean, & Foley, 2004), for English language listening skills (Chung, 2002), and for supporting English language learners (Fitzgerald & Graves,…”

“Listening is a very essential skill in language acquisition, and comprehending what has been listened is a rather complicated mental process (Chung, 2002).”

“The research conducted by Chung (2002), employing authentic video in the EFL Taiwanese college classroom under the condition of combined treatment of pre-teaching vocabulary and question previewing, confirmed that authentic video materials produced a positive effect on listening comprehension…”

“They believed that previewing comprehension questionsmay also keep the listeners away from integrative comprehension by forcing them to pay attention to specific details (Chang, 2008; Chung, 2002).”

“Researchers compared openended questions with multiple-choice questions and found that test takers performed better on multiple-choice questions (Chung, 2002; Cheng H., 2004; In’nami and Koizumi, 2009).”

“Thus the music video is employed as a ‘reinforcement’ pedagogical tool to the lesson (e.g. Chung, 2002; Elkafaifi, 2005; Li, 2013; Mayer et al., 2001).”

“While some studies confirmed its usefulness (Pan, 2012; Farrokhi & Modarres, 2012), others doubted its values (Chang & Read, 2006; Chung, 2002).”

“Some offered much acclaim to its value (Chung & Huang, 1998; Kang, 2009), whereas others cast doubt upon its effectiveness (Chang & Read, 2006; Chang, 2007). For example, Kang’s (2009) study demonstrated the facilitative effects of vocabulary pre-teaching on junior-high school students’ listening comprehension.”

“Considering QP, some studies (Chung, 2002; Chang, 2008; Sarandi, 2010) have suggested that QP might preoccupy listeners and interrupt their thinking.”

“SMPs facilitate comprehension and acquisition in a variety of ways that add dynamic dimensions to text-based materials (Hanley, Herron, & Cole, 1995; Chung, 1999, 2002).”

“These pre-listening activities can elicit background knowledge and activate the schema on the topic and favorably influence comprehension (Ginther, 2002; Chung, 2002; Flowerdew & Miller, 2005).”

“Second, analysis of the findings from the questionnaire on motivation in learning was high (Chung, 2002; Mirvan, 2013, as cited in Woottipong, 2014).”

“AO or sometimes called as previewing stage may include; pictorial context, verbal description, and cultural background cues (Chung, 2002).”

“Research in the field of L2 listening has shown that pre-listening activities (e.g., providing key vocabulary) can bolster L2 learners’ vocabulary knowledge, which is required for listening comprehension (Babaei & Izadpanah, 2019; Chung, 2002; Jafari & Hashim, 2012; Madani & Kheirzadeh, 2022).”

“…of pre-listening activities seem to indicate that preview outperforms more passive pre-listening activities such as reading a vocabulary gloss, but underperforms active ones that require synthesis and prediction (Berne, 1995; Chang & Read, 2006; Chung, 2002; Elkhafaifi, 2005; Rouhi et al., 2014).”

“English language learners (Chung, 2002; Fitzgerald & Graves, 2005), students with LD (Burns, Dean, & Foley, 2004; Hawkins, Hale, Sheely, & Ling, 25 2011; Munk et al., 2010), students with EBD (Anderson-Inman, 1981; Beck, Burns, & Lau, 2009), students with ID (Rose, 1984), and at risk students…”

“Chung (2002) explored the effects of advance organizers on Taiwanese college students’ listening comprehension of English-language videotapes.”

“In evaluating L2 listening comprehension, Chang and Read (2006) highlighted the efficiency of repetition input, and Chung (2002) emphasized the benefits of advance organizers in Taiwanese college students’ listening comprehension.”

“…were in the form of multiple-choices questions – MC questions are attested to be more effective in contributing to listening success than open-ended questions (Chung, 2002); (3) listening input was segmented into ten-minute sessions, followed by discussion and/or clarification before continuing.”

“DMs also help listeners recall more information and essential ideas in texts (Chen, 2014; Chung, 2002; Jung, 2003; Haig, 2008; Richards, 2006).”

“Chung (2002) and Umagan (2007) explained that in the literature of foreign language listening comprehension; aural listening comprehension is echoed to the term "authentic materials" which according to Hwang (2003) referred to the language which native speakers use to communicate orally. Gerjets and Kirschner (2009) a…”