Video Comprehension Strategy Application and Second Language Learning Attitudes

By Lu-Fang Lin.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

This study investigated university students’ English video comprehension strategy application based on their attitudes toward English learning. In total, 148 participants learning English as a foreign/second language joined this study. Each participant was asked to fill out an attitude questionnaire in the beginning of the study and a video comprehension strategy (VCS) questionnaire after viewing five assigned video segments. The attitude questionnaire investigated three attitudinal variables, such as integrative motivation (INTM), instrumental motivation (INSTM) and strategy awareness (SA). The VCS questionnaire newly developed by the author contained 18 strategy items and was further classified into three categories (compensation, memory, and cognition). The participants who had these attitudes were classified into INTM, INSTM, and SA groups whereas those who did not have these attitudes were divided into N-INTM, N-INSTM, and N-SA groups. The research questions include: (1) what types of strategies are used most and least frequently by the participants with and without these attitudes? (2) Are there any significant differences between three paired attitudinal groups in strategy category application? (3) Are there any significant relationships between the participants’ attitudes toward English learning and strategy category application? The results show that first, compensation category is the favorite of SA, INTM, and INSM groups; memory category is first preference of N-SA, N-INTM, and N-INSM groups; cognition category is used least frequently by the six subgroups. Second, SA and INTM variables have significant impact on strategy category application, but INSM variable does not. Third, participants’ application of strategy category has significant relationships with their integrative motivation and strategy awareness instead of their instrumental motivation. This study concluded with instructional recommendations for English teachers to have a comprehensive English video instruction.

Keywords: Cognitive Strategy, Compensation Strategy, Memory Strategy, Second Language Learning Attitudes, Video Comprehension

The International Journal of Learning, Volume 17, Issue 1, pp.55-68. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.523MB).

Lu-Fang Lin

Assistant Professor, Institution of Applied English, National Taiwan Ocean University, Taipei, Taiwan

Lu-Fang Lin received a Ph. D. degree in 2004 at Department of Curriculum and Instruction, University of Victoria, Canada. She currently is an assistant professor in Institute of Applied English, National Taiwan Ocean University, Taiwan. She has over 20 years experience in teaching English. She has presented a number of research papers at the journals and international conferences on second language learning and multimedia instruction, such as video comprehension strategies. She is presently involved in research on English remedial instruction, English reading comprehending instruction, and multimedia English teaching and learning.

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