Abstract
The purposes of the study were first to investigate the most and the least frequently employed strategies by English learners to understand video segments. Second, the study was to examine whether there are significant variation between both genders’ strategy usage. The researcher designed a video comprehension strategy questionnaire including cognitive, compensation, and memory categories. Totally, 168 Taiwanese university participants completed the questionnaire. The quantitative results demonstrate that there were no significant differences between males and females’ strategy use in the compensation strategy category. Regarding the memory strategy category, males relied more on their personal life experience, world knowledge and domain knowledge to comprehend video segments more than females. Females significantly preferred to remember the scene with Chinese. Regarding the cognitive strategy category, females tended to duplicate a series of sounds pronounced by speakers and understand the details more frequently than males. Instructional recommendations were presented for effective video comprehension instruction.
Highlights
To foster language learners’ comprehension of text presented in the target language, one of the most effective tools of language instruction is multimedia
With regard to strategy categories, the taxonomy of video comprehension strategies proposed by Oxford (1990) proved to be useful for describing the strategic behaviors applied by these English as a foreign language (EFL) learners
This study found that memory strategies were the most frequently employed approach for males and females in the computer-based video viewing situation
Summary
To foster language learners’ comprehension of text presented in the target language, one of the most effective tools of language instruction is multimedia. In the field of second language (L2), instructors have been making efforts to integrate technology into their pedagogical theories and design learning situations in the classroom similar to those that naturally occur in the world of the target language (Sherman, 2003). With regard to this goal of conveying a rich form of realism, L2 comprehension teaching curriculum aims at using authentic teaching materials, stressing the importance of making drills contextually appropriate and placing an emphasis on meaningful learning in the classroom. The current study was to investigate comprehension strategies used by EFL learners when viewing video via computers
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