Saito, K;
Akiyama, Y;
(2018)
Effects of Video-Based Interaction on the Development of Second Language Listening Comprehension Ability: A Longitudinal Study.
TESOL Quarterly
, 52
(1)
pp. 163-176.
10.1002/tesq.362.
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Abstract
In our precursor research (Saito & Akiyama, 2017 in Language Learning), we reported that one academic semester of video-based L2 interaction activity was facilitative of various dimensions of the Japanese learners’ spontaneous production ability development (e.g., comprehensibility, fluency and vocabulary). In this paper, we aimed to revisit the dataset to examine the effects of long-term interaction on the development of L2 comprehension ability. Consistent with the interactionist account of L2 comprehension ability development, the results showed that longitudinal interaction enhanced Japanese learners’ comprehension (measured via a general listening proficiency test), as it provided opportunities for comprehensible input and output (measured via video-coding analyses) during meaning-oriented discourse.
| Type: | Article |
|---|---|
| Title: | Effects of Video-Based Interaction on the Development of Second Language Listening Comprehension Ability: A Longitudinal Study |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1002/tesq.362 |
| Publisher version: | https://doi.org/10.1002/tesq.362 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10066322 |
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