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Title: Effects of computer-based simultaneous listening and reading on second language vocabulary acquisition
Author: Goertzen, Philip George
Awarding Body: University of Edinburgh
Current Institution: University of Edinburgh
Date of Award: 1996
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This thesis evaluates the effects of computer-based, user-controlled simultaneous reading and listening on second language vocabulary acquisition. The experimental design consisted of two parts. First, 59 post-secondary school Japanese English students read a short story (approximately 1000 words) on the computer and then completed a multiple choice vocabulary test. The students were randomly divided into control and experimental groups. Both groups read the same story but the experimental group had the option of listening to the story, sentence by sentence, while they were reading. The aim of this part of the study was to determine if the post-test means of the reading-while-listening group would differ significantly from the post-test means of the reading-without-listening group. In the second part of the study, 43 post-secondary school Japanese English students read the same story as above but instead of the multiple choice test, were given a 23 item questionnaire in Japanese. The first 20 items used a 5-point Likert scale to examine such issues as previous computer experience, enjoyment of the system, self-reported lexical and content comprehension, and assessment of difficulty of the text and the interface. The questionnaire also included 3 open-ended questions where students could comment on the materials. A summary of the results is as follows. The vocabulary post-test results showed no significant difference between group means (α = .05). The log files also showed a very low rate of listening to individual words but a comparatively high rate of sentence listening. Analysis of the log files shoed no significant correlation between word listening and post-test scores and only a weak positive correlation between the amount of sentence listening and post-test scores. Analysis of the questionnaire data revealed that: (1) students in the experimental group claimed to enjoy the experience significantly more than those in the control group; (2) the control group indicated significantly greater comprehensive of content than the experimental group; (3) both groups enjoyed using the computer reading but did not prefer it to traditional media. Also, there was a strong correlation between previous experience and ratings of story content difficulty in the experimental group.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available