Complementary aural and visual English language instruction in Taiwanese higher education

Material Information

Title:
Complementary aural and visual English language instruction in Taiwanese higher education
Series Title:
Barry University Dissertations -- School of Education
Creator:
Chang, Hsu-Chi
Place of Publication:
Miami, Fla.
Publisher:
Barry University
Publication Date:
Language:
English
Physical Description:
xv, 192 leaves ; 28 cm

Thesis/Dissertation Information

Degree Disciplines:
Education

Notes

Abstract:
The debate regarding the most effective mode of teaching English to speakers of other languages has evolved to include multiple methods which draw upon advances in technology. This study aimed to investigate whether the implementation of complementary aural and visual English language instruction impacted results on the TOEIC test given at a private university in Taiwan. One control group and three experimental groups were created for the study. Each group consisted of two undergraduate English classes with approximately 32 students in each class, for a total of 253 students from 8 Freshman Level 2 English classes who were assigned to four instructional models. Subjects were mainly from Taiwan, although other Asian countries were represented. The control group was taught English using the traditional Communicative Language Teaching (CLT) approach for an entire semester which is the only teaching methodology that the Ministry of Education (MOE) of Taiwan approves for English Language Teaching (ELT) in Taiwan. The three experimental groups were also taught in class for an entire semester using the CLT approach, however in addition they received complementary aural, visual, or TV program interventions respectively. In addition to a demographic survey administered in week one, two TOEIC tests were administered and served as the pre-test and post-test. The data attained for the Listening Comprehension section, the Reading Comprehension section and for the total TOEIC test scores were analyzed using SPSS 22.0 to run both descriptive and inferential statistics. The results of the pre-test showed that students performed differently, and the groups were significantly different (F (3, 249) = 7.823, p < .001). The researcher controlled for these initial differences in performing the analyses on the post-test. Although not attained on every analysis, results on multiple measures indicated that students who were placed in the TV-CLT instruction group performed significantly higher on listening comprehension and reading comprehension than some of the other groups after one semester of instruction. The results confirm the effects of dual-channel theory on listening and reading comprehension. The researcher recommends further multivariate analyses to control for initial group differences and co-variants.
Thesis:
Thesis (Ph.D.)--Barry University, 2016.
Bibliography:
Includes bibliographical references (leaves 164-180).

Record Information

Source Institution:
Barry University
Holding Location:
Barry University Archives and Special Collections
Rights Management:
Copyright Hsu-Chi Chang. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Resource Identifier:
PE1068.C4 C43 2016_ChangHsu-Chi ( BU-Local )
Classification:
PE1068.C4 C43 2016 ( lcc )

BUDC Membership

Aggregations:
Barry University
Theses and Dissertations