A comparison of audiovisual and audio materials in teaching listening comprehension to adults in English as a second language

The purpose of this exploratory study was to determine if film would enhance the teaching of listening comprehension to adult students enrolled in the intermediate and advanced levels at the English Language Institute (ELI) of The University of Tennessee (Knoxville) during the spring quarter, 1979, over a period of 22-1/2 instructional hours.

It should be noted that ELI students were grouped at different levels of overall proficiency. However, the pretest used in this study indicated that both groups were at the same level of listening ability.

The review of related literature centered on four areas. First, the use of audiovisual material in teaching native speakers was examined. Numerous studies indicate that such material is advantageous to learning. Second, the use of audiovisual materials in foreign langugae education was reviewed. Third, current materials used to teach students how to listen to lectures, to written English read aloud and to discrete point items were described. Fourth, a theoretical model for listening comprehension material was presented.

The intermediate level students heard the sound track of seven films chosen from the Division of Continuing Education, University of Tennessee. The advanced level students saw the films. Both groups used the same classroom materials. . Both groups were pre and post tested with the Comprehensive English Language Test (CELT) Form L-A Listening Comprehension Section.

The mean, difference in mean, median, mode and standard deviation were calculated. Difference in mean between pre and post tests indicated that the experimental group improved 17.50 points while the control group showed a 8.66 difference in mean.

It was concluded that further, statistically more rigorous studies are necessary and worthwhile. Greater effort should be made to develop classroom materials to teach listening comprehension to students in English as a Second Language (ESL). Other recommendations included the following: conducting the experiment with a larger number of students over a longer period of time; conducting the experiment to study such factors as age, sex, native language, previous educational background and IQ; development of other models of material organizations; conducting the experiment overseas to avoid the effects of everyday listening; development of an experiment using film to teach listening comprehension to low level or beginning students; conducting the experiment with mandatory classroom attendance; conducting the experiment with a different measurement instrument; conducting the experiment using videotape and conducting the experiment using an advanced group as the experimental group.