Effects of input modality on L2 listening comprehension: A multimedia learning theory perspective

The present study examines whether or not (and if so to what extent) different presentation modes have an effect on listening comprehension of students learning English as a foreign language (EFL) studying in academic settings at the university level. More specifically, it investigates the effect of one single mode, which is audio-only, and three dual content delivery modes, which are audio-video audio-video with target language subtitles and audio with PowerPoint presentation, on listening comprehension by taking the cognitive load theory (Sweller, 1988) and multimedia learning theory (Mayer, 1997; 2001) into account as the theoretical framework.The participants of the present study (N=10) were studying in the preparatory class of a foundation university located in Istanbul, Turkey. Once the variables of vocabulary and topic familiarity were controlled through the use of vocabulary exercises and a topic familiarity questionnaire (adapted from Pulido, 2004), in each condition/treatment, participants were given a content specific multiple-choice listening comprehension test, which contained 10 questions with four options. By this manner, they could have the opportunity to read the questions before each lecture started. Then, the students were exposed to a content delivery mode in which they listened and/or watched a realistic academic lecture given by a specialist at a university setting. The students were also provided with additional time after the lecture came to an end to complete and check their answers. Immediately after the completion of the comprehension test, the selected participants were requested to participate in individual think-aloud protocols to verbalize what they thought while they were listening to the lecture. Next, a semi-structured focus group interview was carried out with the same participants to explore the students? perceptions of different content delivery modes.Analysis of both qualitative and quantitative data collected by using mixed-method techniques, demonstrated that the students? listening comprehension scores were significantly lower in the third content delivery mode which was audio-video with subtitles. In addition to this, they stated that they experienced most confusion and anxiety in that mode. Moreover, although the analysis of the quantitative data indicated that the students were most successful in the audio with PowerPoint presentation mode, analysis of the qualitative data showed that the students did not really find the slides useful and for this reason ,they did not look at them.Results also indicated that the students were influenced by their pre-university listening class experiences, meaning they were most accustomed to the audio-only mode and therefore felt most relaxed during that content delivery mode.In the light of cognitive load (Sweller, 1988) and multimedia learning theory (Mayer, 1997; 2001), it can be concluded that the findings of the study are in line with what has been discovered in the literature and also these results lead to a better understanding of the processes EFL learners go through while they are interacting with different content delivery modes. It means that the study provided new insights for the effects of content delivery modes on while-listening comprehension for the instructors, curriculum designers and material developers.Key words: Content delivery modes; cognitive load; multimedia learning; listening comprehension; upper-intermediate level EFL learners