The Comparison between the Use of Audio-Visual Methods and Audio-only Methods in Improving Learners’ Listening Proficiency in Chinese as a Second Language Classrooms
DOI:
https://doi.org/10.14456/jlapsu.2022.19Keywords:
teaching, listening comprehension, audio/visual, audio-only, Chinese as second language/foreign languageAbstract
Video has been widely used in teaching listening skills to second language learners. However, research on its use for the teaching of listening skills in Chinese as a second or foreign language (CSL/CFL) context is limited. This research aimed to evaluate the effectiveness of using audio-visual materials and audio-only materials in improving students’ listening skills in CSL classrooms. The participants were divided into two groups, the control group (CG) (audio-only) and the experimental group (EG) (audio-visual), each containing 30 participants from different academic years. They were enrolled in the same Chinese listening class (HSK Level 4 to 5) at a university in Thailand. The data was generated using four question types, namely: 1) overall comprehension (OC), 2) true or false (T&F), 3) multiple choice (MC), and 4) vocabulary (VOC). The average scores from the term were subjected to Independent Samples T-tests. The results revealed a statistically significant increase in the average score of the EG group (OC/T&F/MC). In contrast, the CG group showed a significant difference from the EG group in terms of audio-only for the vocabulary questions (VOC). The study suggests that using audio-visual materials can be an effective method to teach listening skills in CSL/CFL, yet the results were inconclusive for the acquisition of vocabulary.
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