Affiliation:
1. İSKENDERUN TEKNİK ÜNİVERSİTESİ, YABANCI DİLLER YÜKSEKOKULU
Abstract
The present study aimed to investigate the effects of YouTube-assisted listening instruction (YALI) on the listening anxiety of students of German as a foreign language (GFL) and their listening comprehension performance. For this purpose, a total of ninety-six senior undergraduate students were equally divided into three groups using the criterion sampling technique: (a) YouTube-assisted listening instruction (experimental group); (b) traditional listening instruction with auditory materials (control group - 1); and (c) instruction without listening exposure (control group - 2). The instructional approach was underpinned by Richard E. Mayer's Cognitive Theory of Multimedia Learning (CTML). After a ten-week treatment process, results revealed that the students in YALI showed the best GFL listening comprehension performance compared to the control groups. In addition, YALI was observed to reduce students' GFL listening anxiety. Finally, a negative linear correlation between listening anxiety and listening comprehension performance was detected. This meant that students' listening anxiety decreased as their listening comprehension performance increased. To gain a better understanding of the effects of YALI on GFL listening comprehension performance and listening anxiety, relevant implications were discussed.
Publisher
Research on Education and Psychology
Reference115 articles.
1. Abdolrezapour, P. (2019). Applying computer-mediated active learning intervention to improve L2 listening comprehension. Applied Research on English Language, 8(4), 511-530. https://doi.org/10.22108/are.2019.115355.1424
2. Abidin, M. J. Z., Pour-Mohammadi, M., Souriyavongsa, T., Tiang, C. D. B., & Kim, N. O. L. (2011). Improving listening comprehension among Malay preschool children using digital stories. International Journal of Humanities and Social Science, 1(14), 159-164. Retrieved from https://www.ijhssnet.com/view.php?u=https://www.ijhssnet.com/journals/Vol_1_No_14_October_2011/21.pdf
3. Adnan, A., Marlina, L., Trisno, E., & Hutapea, S. C. (2021, September). The correlation between EFL college students’ learning motivation with listening anxiety at intermediate listening classes. In Eighth International Conference on English Language and Teaching (ICOELT-8 2020) (pp. 19-22). Atlantis Press. https://doi.org/10.2991/assehr.k.210914.004
4. Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cope's construct of foreign language anxiety: The case of students of Japanese. The Modern Language Journal, 78(2), 155-168. https://doi.org/10.2307/329005
5. Al-Alwan, A., Asassfeh, S., & Al-Shboul, Y. (2013). EFL learners' listening comprehension and awareness of metacognitive strategies: How are they related?. International Education Studies, 6(9), 31-39. https://doi.org/10.5539/ies.v6n9p31