L2 Listening, Word Gain, and Learner Perspectives through Partial Dictation vs Reading-while-listening

Abstract

Purpose: This study explored how the partial dictation of key words with L1 glossing (PDGL1) and reading-while-listening with the words boldfaced and underlined (RWLBU) while listening to audiovisual TED talks differently influence L2 listening, word gain, and learner perspectives.
 Methods: Fifty-six beginner learners took part in the study who were randomly assigned to the two groups. Data collection consisted of a pretest for selecting target words (TWs), a pretest for listening comprehension, two times of interventions, two immediate posttests for TWs, and a retrospective questionnaire.
 Results: The results showed that overall the PDGL1 group yielded significantly more immediate word recall and delayed retention in receptive and productive knowledge as well as listening comprehension, while RWLBU only contributed for immediate receptive word recall. Both groups showed positive perspectives on word learning and affective factors such as motivation and interest with no significant differences.
 Conclusion: The beneficial results from PDGL1 appeared to be attributed to language-focused partial dictation of key words with L1 glosses, which promotes learners to pay attention to form-meaning connections and cognitive processes. This could encourage beginner learners to be involved in better language performances, resulting in positive perspectives (Dankook University).