Multimedia Instruction & Language Learning Attitudes: A Study with University Students
This study examined the effects of two types of Multimedia Instruction (MI) and learners’ second language (L2) proficiency on language learning attitudes. During four weeks, university learners of French received MI on the distinctive use of the perfective and the imperfective past in one of the fou...
Guardado en:
Autores principales: | , , |
---|---|
格式: | Online |
语言: | spa |
出版: |
REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
2015
|
在线阅读: | https://redie.uabc.mx/index.php/redie/article/view/410 |
标签: |
添加标签
没有标签, 成为第一个标记此记录!
|
总结: | This study examined the effects of two types of Multimedia Instruction (MI) and learners’ second language (L2) proficiency on language learning attitudes. During four weeks, university learners of French received MI on the distinctive use of the perfective and the imperfective past in one of the four following conditions: learners with low L2 proficiency level exposed to MI with (n=17) or without language awareness tasks (n=17), and learners with intermediate L2 proficiency level exposed to MI with (n=14) or without language awareness tasks (n=28). Before and after the experiment, participants completed the Attitude/Motivation Test Battery (AMTB). Non-parametric analyses revealed a positive enhancement of classroom-related attitudes only among intermediate learners exposed to MI without Language Awareness Tasks. Nevertheless, the results showed similar as well as stable attitudes towards language learning in all the experimental conditions. |
---|