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|a PE1068.C4 C43 2016_ChangHsu-Chi |2 BU-Local |
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|a Complementary aural and visual English language instruction in Taiwanese higher education |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2016. |
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|a xv, 192 leaves ; |c 28 cm |
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|a Barry University Dissertations -- School of Education. |
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|a Thesis (Ph.D.)--Barry University, 2016. |
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|a Includes bibliographical references (leaves 164-180). |
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|a 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. |
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|a 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. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a English language |x Study and teaching (Higher) |x Chinese speakers. |
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|a English language |x Study and teaching (Higher) |x Taiwan. |
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|a English language |x Study and teaching (Higher) |x Foreign speakers |x Audio-visual aids. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001756/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/17/56/00001/PE1068_C4 C43 2016_ChangHsu-Chithm.jpg |
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|a Theses and Dissertations |
