• Alif Fakkar posted an update 8 months, 1 week ago

    Discourse Analysis Journal Review #6

    Name: Validity of Multimodality in Autonomous Learning of Listening and Speaking
    Author: Yongmei Jiang

    Source: Journal of Language Teaching and Research, Vol. 7, No. 2, pp. 352-357, March 2016
    This paper investigates the validity of multimodality in Autonomous Learning for non-English major students.

    The paper uses an experiment with two groups, where the experiment group would learn English through multimodality during and after class, while the control group would only learn using only sound-based materials, as per the traditional way of teaching English listening skills for many years in college. The two groups will be given two tests, one during the mid-terms, and one in the final-terms along with a survey.

    The students are given an arrangement of materials and a time arrangement to study the materials. The students should study audio materials for 15 minutes, 20 for audio-visual, 10 for text reading, 10 for speaking, and 5 for writing, totaling in at least 60 minutes for the students to study materials every day. The students’ were also given training in cognitive and metacognitive strategies to prepare them for autonomous learning both psychologically and methodologically.

    The way the learning process goes, is that students would prepare themselves before listening or watching the materials provided by themselves or by the teacher, by taking notes of new words and predicting what the material might be about. During the listening section, students are asked to listen to the material multiple times while doing various exercises related to the material. After that, the students are asked to reflect on the video and write about the content of the material and what would they do to change it. The teacher can also ask them to write about the students’ experience that is similar to the ones found in the material.

    After analyzing the test results, it was shown that the experiment group has made a noticeable improvement in their English listening and speaking scores, improving in 2 points in listening and 1 point in speaking. The control group meanwhile, made very little progress, only improving about 0.2 points in both tests.

    The article concludes that multimodality is a very effective way to improve the students’ English skills even if they’re not from an English major, and that multimodality plus autonomous learning is suitable for students of all backgrounds. And while it does put a heavy requirement for the teacher, measures can be taken to solve this problem, such as requesting for volunteers with a high level of English skills who is willing to help.