THE IMPACT OF READING WHILE LISTENING TO AUDIOBOOKS IN FOSTERING KAZAKH EFL LEARNERS’ MULTISENSORY LEARNING ABILITIES
49 75
Keywords:
reading while listening, listening only, audiobooks, EFL Kazakh learners, reading and listening comprehension, multisensory learning abilities.Abstract
Reading while listening (RWL) to audiobooks can effectively improve reading comprehension and overall literacy skills. Audiobooks provide an auditory experience that can enhance comprehension, especially for students struggling with decoding or fluency. Students listening to audiobooks can internalize and model the pacing, expression, and prosody demonstrated by the narrator, thereby improving their reading fluency.
The current study aimed to identify the impact of RWL on audiobooks in enhancing Kazakh EFL learners' multisensory learning abilities, such as visual and auditory learning.
The experimental research design was used to determine a cause-and-effect relationship between using RWL and audiobooks in improving multisensory learning abilities of learners and listening-only (LO) comprehension. The true experimental design was used in this research study, in which the group was divided into control and experimental groups to implement the treatment for the experimental group. The participants were 1st-year students studying English as a compulsory course at the Philology Faculty of Khoja Ahmet Yassawi International Kazakh-Turkish University. A quantitative data collection method was used to collect and analyze the data. Inferential statistics in terms of Independent samples t-test and Paired samples t-test were used to analyze the data.
The results reveal that the experimental group’s students who instructed using RWL to audiobooks of the novel performed better than the control group's students who instructed using listening only to the novel. Accordingly, the impact of RWL on audiobooks in fostering multisensory learning abilities of Kazakh EFL learners was approved. Ultimately, learners can improve their multisensory learning abilities by RWL to audiobooks compared to those who listen only to audiobooks.
References
Have I., Pedersen B.S. Reading audiobooks // Beyond Media Borders. Volume 1: Intermedial Relations among Multimodal Media. – 2021. – P. 197–216. (eBook) https://doi.org/10.1007/978-3-030-49679-1
Sekścińska I., Olszańska M. The importance of audiobooks in English language teaching // Polish Journal of Applied Sciences. – 2019. – V. 4. – №4. – P. 143–149.
Vandergrift L. Recent developments in second and foreign language listening comprehension research // Language teaching. – 2007. – V. 40. – №3. – P. 191–210.
James C.C. Engaging reluctant readers through audiobook project // International Journal on E-Learning Practices (IJELP). – 2017. – V. 2. – P. 82–102.
van Staden A., Purcell N. Multisensory learning strategies to support spelling development: A case study of second-language learners with auditory processing difficulties // International Journal on Language, Literature, and Culture in Education. – 2016. – V. 3. – №1. – P. 40–61.
Kartal G., Simsek H. The effects of audiobooks on EFL students’ listening comprehension // The Reading Matrix: An International Online Journal. – 2017. – V. 17. – №1. – P. 112–123.
Chang A.C.S. Gains to L2 listeners from reading while listening vs. listening only in comprehending short stories // System. – 2009. – V. 37. – №4. – P. 652–663.
Hill D.R. Survey. Graded readers // ELT journal. – 2001. – V. 55. – №3. – P. 300–324.
Brown R. Extensive listening in English as a foreign // Language Teacher. – 2007. – V. 31. – P. 15–19.
Brown R., Waring R., Donkaewbua S. Incidental vocabulary acquisition from reading, reading-while-listening, and listening to stories // Reading in a Foreign Language. – 2008. – №20. – №2. – P. 136–163.
Chang A.C.S. The Effect of Reading While Listening to Audiobooks: Listening Fluency and Vocabulary Gain // Asian Journal of English Language Teaching. – 2011. – V. 21. – P. 43–64.
Verlaan W., Ortlieb E. Reading while listening: Improving struggling adolescent readers’ comprehension through the use of digital-audio recordings // What’s hot in literacy. – 2012. – P. 30–36. [Electronic resource]. URL: http://www.texasreaders.org/first-yearbook.html (date of access 12.01.2024)
Van Vu D., Peters E. Learning Vocabulary from Reading-only, Reading-while-listening, and Reading with Textual Input Enhancement: Insights from Vietnamese EFL Learners // RELC Journal. – 2020. – V. 53. – №1. – P. 85–100.
Tragant E., Vallbona A. Reading while listening to learn: Young EFL learners’ perceptions // ELT journal. – 2018. – V. 72. – №4. – P. 395–404.
Teng F. Incidental vocabulary acquisition from reading-only and reading-while-listening: A multi-dimensional approach // Innovation in Language Learning and Teaching. – 2018. – V. 12. – №3. – P. 274–288.
Granena G., Muñoz C., Tragant E. L1 reading factors in extensive L2 reading-while-listening instruction // System. – 2015. – V. 55. – P. 86–99.
Gobel P., Kano M. Implementing a year-long reading while listening program for Japanese University EFL students // Computer Assisted Language Learning. – 2014. – V. 27. – №4. – P. 279–293.
Tangkakarn B., Gampper C. The Effects of Reading-While-Listening and Listening-before-Reading-While-Listening on Listening and Vocabulary // International Journal of Instruction. – 2020. – V. 13. – №3. – P. 789–804.
Artikasari M.P., Anugerahwati M. Implementing Podcast with Transcript Through Reading-While-Listening Strategy to Improve Students’ Listening Comprehension // Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan. – 2022. – V. 7. – №12. – P. 603–611.
Tusmagambet B. Effects of Audiobooks on EFL Learners' Reading Development: Focus on Fluency and Motivation // English Teaching. – 2020. – V. 75. – №2. – P. 41–67.
Shvaikovskiy A.S., Lipatova D.R. Ways of Using Digital Technologies for Development of Receptive Skills in English Language Classroom // “Language and identity in the digital age: social media, online communication and language use” International scientific-practical conference. – Fergana, 2024. – P. 72–82.
Hinkelmann K., Kempthorne O. Design and analysis of experiments, volume 1: Introduction to experimental design. – John Wiley & Sons, 2007. – V. 1. – 672 p.
Day R.R. et al. Extensive reading in the second language classroom // RELC Journal. – 1998. – V. 29. – №2. – P. 187–191.
Smith R. Transforming a non-reading culture // Successful strategies for extensive reading. – 1997. – P. 30–43.
Amer A.A. The effect of the teacher's reading aloud on the reading comprehension of EFL students // ELT Journal. – 1997. – V. 51. – №1. – P. 43–47.
Dhaif H. Reading aloud for comprehension // Reading in a Foreign Language. – 1990. – №7. – P. 457–464.
Kimberlin C.L., Winterstein A.G. Validity and reliability of measurement instruments used in research // American journal of health-system pharmacy. – 2008. – V. 65. – №23. – P. 2276–2284.
HR G., Aithal P.S. Choosing an Appropriate Data Collection Instrument and Checking for the Calibration, Validity, and Reliability of Data Collection Instrument Before Collecting the Data During Ph. D. Program in India // International Journal of Management, Technology, and Social Sciences (IJMTS). – 2022. – V. 7. – №2. – P. 497–513.