Multimedia Instruction & Language Learning Attitudes: A Study with University Students

Autores

  • Jesús Izquierdo Universidad Juárez Autónoma de Tabasco
  • Daphnée Simard Département de Linguistique, Université du Québec à Montréal
  • María Guadalupe Garza Pulido División Académica de Educación y Artes, Universidad Juárez Autónoma de Tabasco

Palabras clave:

Second language Learning, Multimedia instruction, Language Learner Attitudes.

Resumen

This study examined the effects of two types of Multimedia Instruction (MI) and learners’ second language (L2) proficiency on language learning attitudes. During four weeks, university learners of French received MI on the distinctive use of the perfective and the imperfective past in one of the four following conditions: learners with low L2 proficiency level exposed to MI with (n=17) or without language awareness tasks (n=17), and learners with intermediate L2 proficiency level exposed to MI with (n=14) or without language awareness tasks (n=28). Before and after the experiment, participants completed the Attitude/Motivation Test Battery (AMTB). Non-parametric analyses revealed a positive enhancement of classroom-related attitudes only among intermediate learners exposed to MI without Language Awareness Tasks. Nevertheless, the results showed similar as well as stable attitudes towards language learning in all the experimental conditions.

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Biografía del autor

Jesús Izquierdo, Universidad Juárez Autónoma de Tabasco

Maestría y Doctorado en Enseñanza de Segundas Lenguas por la Universidad McGill, en Canadá, profesor de la Universidad Juárez Autónoma de Tabasco desde 1995. Línea de investigación: Aprendizaje de segundas lenguas. Actualmente, Miembro del Sistema Nacional de Investigadores, Perfil PROMEP, y profesor adjunto del Departamento de Didáctica de las Lenguas de la Universidad de Québec en Montreal y la Facultad de Educación de la Universidad de Regina, ambas en Canadá; artículos publicados en revistas indizadas en el extranjero como Language Learning, the Canadian Modern Language Review, y the Modern Language Journal y, en México, la Revista Electrónica de Investigación Educativa, y Sinéctica.

Daphnée Simard, Département de Linguistique, Université du Québec à Montréal

(PhD in Linguistics, Université Laval, Canada) is a professor at Université du Québec à Montréal, Canada. Her research research focuses on the role of attention in explicit and implicit second language learning/acquisition. Her research has been published in peer-reviewed scholarly journals including: Bilingualism: Language & Cognition, Language Learning, the Canadian Modern Language Review, and the Journal of French Language Studies.

María Guadalupe Garza Pulido, División Académica de Educación y Artes, Universidad Juárez Autónoma de Tabasco

(MSc in Teaching English as a Foreign Language, Aston University, United Kingdom) is a professor a Professor at Universidad Juárez Autónoma de Tabasco, Mexico. Her research interests over language teacher education, language testing and evaluation, and curriculum design. Results from her research work have been disseminated in scholarly peer-review journals, book chapters, and national and international conferences.

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2015-04-30

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