خلاصة:
The present research was conducted to examine the effect of different input modality
interaction in L2 on listening fatigue. Eighty-six intermediate Iranian EFL learners
selected through random sampling, after administering a paper-based TOEFL among
an initial sample of 120 BA learners majoring in English language translation, took
part in the study and were randomly assigned into three experimental groups. Three
types of input modality treatments were given in the first phase. Group one received
audio treatment (A), group two received video treatment (V) and group three was
taught listening through audio-video-caption (AVC) treatment. A TOEFL listening
test and a researcher-made validated listening fatigue questionnaire were utilized as
pretest and posttest. Afterwards, during the qualitative phase, oral interviews were
employed to elect 30 % of the participant‟s‟ attitudes about the effect of the received
treatment on their listening fatigue. Using Two-way ANCOVA revealed that input
modality had a very strong significant effect on listening fatigue reduction. Audio
group had the best performance and AVC group had the least significant
performance. These findings were also supported by a small qualitative phase and
learners gave their positive support and attitude to audio input modality as the best.
These findings have some pedagogical implications for teaching and learning an L2,
the most important of which is finding the best match between input modality
intervention and its sensory mode match to assist EFL learners both enhance their
L2 listening comprehension and at the same time reduce their debilitative listening
fatigue
ملخص الجهاز:
Vol. 6, No. 3, 2019,57-82 The Effect of Input Modality and Sensory Mode on L2 Listening Fatigue: A Case of Iranian Intermediate EFL Learners Saeid Najafi Sarem1*, Hamid Marashi2 1*Assistant Professor, English Department, Hamedan Branch, Islamic Azad University, Hamedan, Iran, s_najafisarem@yahoo.
, 2010; Boksem, Meijman, & Lorist, 2006; Kaneko & Sakamoto, 2001; Kramer, Kapteyn, & Houtgast, 2006; Nachtegaal, Kuik, & Anema, 2009).
Does input modality (A, V, AVC) have any significant effect on Iranian EFL learners‟ listening fatigue with different sensory modes (auditory, visual, and haptic)?
5. Semi-structured Oral Interview At the end of the study and after the treatment and the posttest, semi-structured oral interviews were conducted with 30 percent (10 participants) in each of the experimental groups to elicit their attitudes toward the usefulness, suitability and educational value of different types of input modality (A, V, AVC) and the effect it exerted upon the listening fatigue and L2 listening comprehension.
The reason for using two-way ANCOVA was the existence of two independent variables: input modality with three levels (A, V, AVC) and sensory mode with three levels (auditory, visual, and haptic) and listening fatigue scores used as both pretest and posttest.
Qualitative interpretations using descriptive statistics and percentages were also utilized to find regularities in Iranian EFL learners' attitudes toward the input modality effect on listening 66 Journal of Modern Research in English Language Studies 6(3),57-82 (2019) fatigue.
The second finding of the study revealed that sensory mode (auditory, visual, and haptic perceptual learning styles) had only significant influence on Iranian EFL learners' listening fatigue in the audio group but not in the video and AVC groups.