The DOI matches its Crossref record; 23 of the 23 references it cites were found in a registry or an index.
The Effects of Using Two Advance Organizers with Video Texts for the Teaching of Listening in English
Abstract
Research has confirmed that exposing students to authentic materials through video aids language learning, especially listening skills. This study investigates the effects of two advance organizers — question previewing and vocabulary preteaching — on Taiwanese college students' listening comprehension of English‐language videotapes. Approximately 188 college students, randomly assigned to one of four treatment groups, viewed two video episodes, each twice. The results suggest that the group exposed to a combined treatment of vocabulary preteaching and question previewing between two video viewings outperformed the groups who received either the vocabulary preteaching alone or no treatment on both multiple‐choice and open‐ended tests. However, the effects of question previewing are likely to be assessment task‐dependent. The implications of the findings for listening instruction employing video in the EFL classroom are discussed.
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“Results indicated that the combination of advance-organizer activities and captioned videos was most effective for listening comprehension.”
From Vocabulary learning through videos: captions, advance-organizer strategy, and their combination (2022) · cites this paper as Chung, 2002
Citations
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Recent developments in second and foreign language listening comprehension research
Vandergrift, L. (2007) · Language Teaching · doi:10.1017/s0261444807004338 · Cited by 780
“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.”
BackgroundTeaching L2 Learners How to Listen Does Make a Difference: An Empirical Study
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“• 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).”
BackgroundVocabulary learning through videos: captions, advance-organizer strategy, and their combination
Teng, (. F. (2022) · Computer Assisted Language Learning · doi:10.1080/09588221.2020.1720253 · Cited by 86
“As reported by Chung (2002), open-ended items require students to draw conclusions, understand themes, and synthesize video sections into an overarching concept.”
BackgroundInfluential
Metadata
- Authors
- Chung, J.
- Corresponding author
- Chung, Jing‐mei
- Venue
- Foreign Language Annals
- Publisher
- Wiley
- Published
- 2002-03
- Volume
- 35
- Issue
- 2
- Pages
- 231-241
- ISSN
- 0015-718X (ISSN-L)
- 1944-9720
- OpenAlex
- W2018309779
- Cited by
- 61
- References
- 23
- Citations by year
- 2025: 2 · 2024: 3 · 2023: 3 · 2022: 3 · 2021: 1 · 2020: 3 · 2019: 7 · 2018: 5 · 2017: 1 · 2016: 3 · 2015: 7 · 2014: 5 · 2013: 4 · 2012: 5
- FWCI
- 5.68
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Foreign Language Annals (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Social Sciences › Education › English Language Learning and Teaching
- Keywords
- advance organizers, listening comprehension, English as a foreign language, video-based language learning, authentic materials, university students, multiple-choice tests, open-ended tests, listening instruction
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