The effects of progressive interactivity on ESL listening comprehension from interactive video

Date of Completion

January 1993


Education, Bilingual and Multicultural|Education, Technology of|Education, Curriculum and Instruction




There is a growing awareness that videodisk-based situated learning in realistic contexts can provide much of what is lacking in traditional approaches to instruction. Theories on second language acquisition suggest that relative novices learning or using a second language typically experience a "silent period" during which listening to the authentic use of language is critical. Interactive video (IVD) makes it possible to create an authentic language environment and expand the range of classroom activities beyond the ability of a single language teacher.^ The purpose of this study was to investigate and compare the effects of IVD interactivity on English as Second Language (ESL) listening comprehension. Sixty volunteer international students at the University of Connecticut whose native languages are either Chinese, Korean or Persian were randomly assigned to one of the five instructional groups (audio, video, question, feedback, or interactive) of a randomized posttest control group design. The instructional treatments were created using a 20-minute re-purposed movie segment on videodisk. A biographical characteristic survey was administered followed by a criterion-based teacher-made vocabulary/content knowledge pretest related to the movie. Next, they received instruction individually at the interactive video workstation. After the instruction, students completed a written story retell posttest.^ Analysis of covariance (ANCOVA) and analysis of variance (ANOVA) techniques were used to test for statistical significance at the.05 level. The tests reliability obtained from Chronbach's Alpha were.62 and.75 for the vocabulary/content knowledge pretest and the story retell posttest respectively.^ ANOVA results, F (4,55) = 12.74, p $<$.001, indicated the significant differences among groups on the story retell posttest. The Tukey test reported that the Interactive group was significantly different from all the other groups and the Feedback group was significantly different from the Audio group. These results suggested superior performance of groups who were able to review videodisk segments and receive feedback on comprehension practice questions. It is, thus, concluded that appropriately designed videodisk-based situated learning can enhance ESL listening comprehension. Implications are suggested for video design in ESL listening comprehension. ^