The study investigated the effect of using photos from authentic videos as advance organizers on listening comprehension in an elementary level Chinese class. 61 students were split into control and experiment groups. The experiment group received word descriptions with corresponding photos while the control group only received word descriptions. Results showed photos significantly improved listening comprehension for 3rd graders and showed a borderline significance for 5th graders. Student surveys and interviews found photos were very helpful in comprehension. Younger, less proficient students benefited most from the visual support photos provided.

1. Presenter: Leya Tsai Instructor: Dr. Pi-Ying Teresa Hsu November 26, 2009 Effect of using photos from authentic video as advance organizers on listening comprehension in an FLES Chinese class

2. Wilberschied, L., & Berman, M. P. (2004). Effect of using photos from authentic video as advance organizers on listening comprehension in an FLES Chinese class. Foreign Language Annals, 37 (4), 534-540.

3. Contents Introduction 1 Introduction Methodology 2 Results 3 Conclusion 4 Reflection 5

4. Introduction It is material introduced in advance of the learning material itself and used to facilitate establishing a meaningful learning set. Advance Organizer

5. Introduction Effective advance organizers for videos has key vocabulary, scripts, verbal description of major scenes, and cultural background cues. (Caplan, 2002)

6. Purpose to investigate the use of two types of advance organizers on listening comprehension of Foreign Language in Elementary Schools students

7. Methodology 61 students in a Foreign Language in an Elementary School A Midwestern city 3 months for each set Listening comprehension test Midpoint survey Student interview 14 video clips Materials Data Collection Duration Location Participants

8. Methodology Participants 5 10 5 th graders 1 9 5 th graders 2 & 3 4 & 5 2 nd & 3 rd graders 5 16 5 th graders 3 17 3 rd graders Years of FLES Chinese Study Number of Students First Set Second Set

9. Procedure e.g., predicting relevant terms, introducing unfamiliar cultural background knowledge Warm-up session First 7 videos: Watching for 5 minutes Each clip twice Last 7 videos: Watching for 11-13 minutes Each clip once Video watching Advance organizer Activities

10. Methodology Control group Experiment group Reading written description Reading written description with color photos taken from the video Attaching photos to the corresponding word and sentence description

11. Materials 14 video clips News Class Cartoon Preview Weather Report Commercial Documentary Cartoon 8~14 7 6 5 4 3 1~2 Genre Video

12. Materials Cartoon: Monkey King News: Snow tiger from Germany bears 3 sons in GuangZhou

13. Instrument Four or five Qs Count for 6o% of the total score Comprehension Test Multiple-choice Qs Essay/story retelling Drawings were allowed. Count for 40% of the total score

14. Results N Word Description & Photo Word Description Only t P Effect Size Significance 3 rd grade 5 th grade 22 35 50.81 58.66 44.60 53.49 2.177 2.156 0.0485 0.0504 0.297 0.134 0.024 0.025 P=0.05 T-test & Effect Size Analysis For 3 rd graders, there is a significant difference in the achievement level of the students’ listening comprehension between the control group and experiment group .

15. Results N Word Description & Photo Word Description Only t P Effect Size Significance 3 rd grade 5 th grade 22 35 50.81 58.66 44.60 53.49 2.177 2.156 0.0485 0.0504 0.297 0.134 0.024 0.025 P=0.05 T-test & Effect Size Analysis For 5 th graders, there is a borderline significant difference in the achievement level of the students’ listening comprehension between the control group and experiment group .

16. Results N Word Description & Photo Word Description Only t P Effect Size Significance 3 rd grade 5 th grade 22 35 50.81 58.66 44.60 53.49 2.177 2.156 0.0485 0.0504 0.297 0.134 0.024 0.025 P=0.05 T-test & Effect Size Analysis Effect sizes are medium to large. The level of difficulty of the text or genre of some videos

17. Results Midpoint Survey With pictures 90% Without pictures 5% Other 5% 5. What type of advance organizer would be most helpful? 4. Do you think the advance organizer helped you? 71 29 3. Has viewing videos been helpful to your learning of Chinese? 81 19 2. Do you like the organizer-aided video listening activities? 71 29 1. If a Chinese TV channel were available to you at home, would you watch it? If yes, how long? 76 24 (64% said more than an hour a day) Question Yes % No %

18. Results A What is the easiest part of studying Chinese for you? Q Watching movies was the easiest and favorite part of studying Chinese. Interviews

19. Results A Q What makes it easier to learn Chinese for you? Seeing pictures , trying to translate from the organizer sheet , and using the looking guide made learning Chinese easier. Interviews

20. Conclusion Younger students who were less proficient in the foreign language benefited most from this type of visual support.

21. Conclusion Using authentic pictures taken from video provides accurate clues to the video content, therefore enhancing listening comprehension significantly.

22. Reflection Sample size is small. Students’ years of FLES Chinese study are different.

23. Did not show examples of listening comprehension test. The length of each video is not enough. Reflection

24. Thank you!