Innovation in Language Learning

At the beginning of the presentation, the author will focus on three text presentation formats that are available in the CALL (Computer Assisted Language Learning) environment-  reading, listening and RWL (reading while listening). In general, assuming that reading is acquiring the meaning of a text and interpreting it correctly, reading, listening and RWL seem to be almost identical. However, when the effectiveness of these modes are compared, two different approaches can be observed. Some researchers claim that RWL is more effective than reading and listening alone. In contrast, the others affirm that RWL is more absorbing and, in effect, less effective.

The author will also present the results of a quasi-experimental study which aim was to check the effects of reading, listening and RWL on comprehension. The participants were the sixth graders of one of the primary schools in Opole, Poland. They were divided into two groups according to their English proficiency level. Three different text formats were applied (reading, listening and RWL) to check the differences in comprehension after each mode. It occurs that the proficiency level does matter when compared with various text presentation modes. In case of the stronger group, less differences were found when the three mentioned formats were juxtaposed. In the weaker group, on the other hand, RWL generated better comprehension results.

All in all, the author would like to present some theoretical background concerning reading, listening and RWL to compare it with the results of her study. Later on, some conclusions are drawn and possible explanations are shown.