Multimedia Instruction & Language Learning Attitudes: A Study with University Students

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...

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Main Authors: Izquierdo, Jesús, Simard, Daphnée, Garza Pulido, María Guadalupe
Format: Online
Language:spa
Published: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2015
Online Access:https://redie.uabc.mx/index.php/redie/article/view/410
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spelling redie-article-4102020-12-14T19:30:46Z Multimedia Instruction & Language Learning Attitudes: A Study with University Students Izquierdo, Jesús Simard, Daphnée Garza Pulido, María Guadalupe Second language Learning Multimedia instruction Language Learner Attitudes. 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. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2015-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf https://redie.uabc.mx/index.php/redie/article/view/410 Revista Electrónica de Investigación Educativa; Vol. 17 No. 2 (2015) Revista Electrónica de Investigación Educativa; Vol. 17 Núm. 2 (2015) 1607-4041 spa https://redie.uabc.mx/index.php/redie/article/view/410/1228 https://redie.uabc.mx/index.php/redie/article/view/410/1239 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
format Online
author Izquierdo, Jesús
Simard, Daphnée
Garza Pulido, María Guadalupe
spellingShingle Izquierdo, Jesús
Simard, Daphnée
Garza Pulido, María Guadalupe
Multimedia Instruction & Language Learning Attitudes: A Study with University Students
author_facet Izquierdo, Jesús
Simard, Daphnée
Garza Pulido, María Guadalupe
author_sort Izquierdo, Jesús
title Multimedia Instruction & Language Learning Attitudes: A Study with University Students
title_short Multimedia Instruction & Language Learning Attitudes: A Study with University Students
title_full Multimedia Instruction & Language Learning Attitudes: A Study with University Students
title_fullStr Multimedia Instruction & Language Learning Attitudes: A Study with University Students
title_full_unstemmed Multimedia Instruction & Language Learning Attitudes: A Study with University Students
title_sort multimedia instruction & language learning attitudes: a study with university students
description 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.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2015
url https://redie.uabc.mx/index.php/redie/article/view/410
_version_ 1715723535592194048

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