awej 5 no.4 full issue 2014

AWEJ Volume.5 Number.3, 2014The Effectiveness of Video vs. Written Text in English ComprehensionBatelby personal preferences/individual differences among participants, correct answers were alwaysmore abundant in the video groups’ results. Thus, whether consciously or subconsciously, thevideo participants managed to better maintain their attentiveness.While great supporting evidence exists in the case for using video as a learning tool, thereis no one mode of delivery that definitely works for all L2 learners. This is mainly due to thevarying levels of motivation, abilities to decode information, and capacity of working memoriesin learners (Salville-Troike, 2012). When compared to other previous studies, particularly theones in the literature review section, this experiment covered ESL learners’ actual performancewhen using a video comparing it to the typical reading process in ESL classrooms. Unlike otherstudies, this study did not attempt to directly know ESL students’ opinions of the use of videos inESL classrooms. Rather, it attempted to understand the reasons why and how viewing videos aremore beneficial for students. Of course, these results are not to encourage the removal oftraditional methods of instruction, as reading and other similar methods are of obviousimportance.ConclusionThis experiment examined ESL learners’ comprehension as the result of two differentlearning tools: video and written text. As shown in the results section that the use of a video wasmore effective for language comprehension than the use of a written text. Based on the answersof the given questions, the experimental group members, who viewed the movie segment,demonstrated higher levels of attentiveness than the reading group members. Again, this paper isin no way an attempt to encourage the replacement of reading classes with video viewing.Rather, it encourages implementing the use of more narrative-style videos with greater contentinstead of the commonly used ―small-talk‖ genre of educational videos.This study, however, does have some limitations. One such limitation is the fact that allparticipants were Saudi and their native language is Arabic. If this experiment had beenconducted with participants of different or mixed groups of ESL learners, the results might havediffered. That is, the results of this study cannot be overgeneralized to cover Chinese ESLlearners, for example. Another limitation is that this experiment was exercised with only adultESL learners. Including younger ESL learners to do this experiment could provide usefulinsights into the language learning process. Lastly, the experiment compared the viewing ofvideos to reading texts, but it did not compare any other types of language input like listening orinterpersonal interaction is another limitation.To study and experiment further, the same style experiment could be conducted toexamine ESL learners’ acquisition of new vocabulary—especially idioms. Also, this experimentmethod could be potentially beneficial in evaluating ESL learners’ comprehension of L2academic and scientific content, particularly with advanced-level learners. One last proposal forfurther experimentation and research is to employ this experimental structure to examine theresults of video viewing in comparison to the listening of radio, tapes, and other recordings.About the Author:I am a graduate student at the University of Arizona. My research interests are in (1) L2processing and (2) English teaching methods and assessment. I have taught English as a foreignlanguage for several years in the English Department at Najran University, Saudi Arabia. MyBachelor’s Degree was in English and my Master’s Degree was in TESOL.Arab World English JournalISSN: 2229-9327www.awej.org333