Using Video as an Advance Organizer to a Written Passage in the FLES Classroom

Julia E. B. Hanley · Steven P. Cole

102 citations0/0 files storedModern Language Journal

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EFL/ESL Teaching and Learning Visual and Cognitive Learning Processes Subtitles and Audiovisual Media

Abstract

We compared the effects of two visual advance organizers on comprehension and retention of a written passage in a FLES (Foreign Language in the Elementary School) Program: (a) Video and (b) Pictures + Teacher Narrative. Sixty‐two English‐speaking students enrolled in fifth grade in a parochial elementary school served as subjects. Investigators randomly assigned students to one of two conditions. Students in both conditions read 12 identical passages in French. The two groups differed only in their introduction to the passages. For students in the video group, a short video clip presented the narration of the advance organizer while for the comparative group, the teacher presented the identical narration by reading it aloud and showing four pictures related in context. Findings indicated that Video was a more effective advance organizer than Pictures + Teacher Narrative. The investigators interpreted these results as evidence of video's potential to enhance comprehension and enrich instruction.

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References

1991Handbook of reading research 1968Educational Psychology: A Cognitive View 1972Contextual prerequisites for understanding: Some investigations of comprehension and recall 1979ON EDUCATIONAL PSYCHOLOGY: A COGNITIVE VIEW 1960The use of advance organizers in the learning and retention of meaningful verbal material.1988A schema-theoretic view of basic processes in reading comprehension 1982Effects of text illustrations: A review of research 1994Teaching Language in Context

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2005The Multimedia Principle 2004Effects of Comic Strips on L2 Learners' Reading Comprehension 1999The Effects of Using Video Texts Supported with Advance Organizers and Captions on Chinese College Students' Listening Comprehension: An Empirical Study 2014Investigating the validity of internet television as a resource for acquiring L2 formulaic sequences 1997A Sequential Model for Video Viewing in the Foreign Language Curriculum 2012

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