Multimedia learning materials for second language learners
A comparison of two kinds of videos
Xiaoling He | Nanyang Technological University
Haojiang Ying | Soochow University
Sureenate Jaratjarungkiat | Nanyang Technological University
As an important form of second language input, videos have been given much attention by both language teachers and SLA
researchers. Second language learning videos typically come in two forms: live-action videos (with human actors in realistic settings) and
animation videos. In this paper, we report on an empirical study on the relative merits of these two kinds of videos for beginning learners
of Chinese. A total of 82 participants took part in this research as students in a Beginners’ Chinese Language course at a university in
Singapore. Each participant attended four learning sessions, two of which being based on live-action videos and another two on animation
videos. Post-tests showed that the efficacy of the two kinds of videos differed between students who had had richer community exposure to
Mandarin before attending the course and students who did not have such exposure. The former group performed significantly better than the
latter after attending live-video sessions. However, students in the latter group reported a preference for animation videos during the
post-interviews due to the more well-controlled quality of the soundtracks (i.e., less noisy background).
Keywords: live-action video, animation videos, vocabulary learning, lip-reading
Article outline
- Introduction
- Literature review
- Videos and L2 language learning
- Videos in L2 vocabulary learning
- Live-action videos vs. Animation videos
- Research question
- Methods
- Participants
- Materials: Videos
- Materials: Quiz questions
- Procedure
- Results
- Discussion
- Conclusion
-
References
Published online: 11 August 2021
https://doi.org/10.1075/csl.20013.he
https://doi.org/10.1075/csl.20013.he
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