Lee Shu-Ping, Lee Shin-Da, Liao Yuan-Lin, Wang An-Chi
1 Department of Foreign Languages and Literature, Asia University, Taichung, Taiwan.
Percept Mot Skills. 2015 Apr;120(2):576-90. doi: 10.2466/24.PMS.120v14x2.
This study examined the effects of audio-visual aids on anxiety, comprehension test scores, and retention in reading and listening to short stories in English as a Foreign Language (EFL) classrooms. Reading and listening tests, general and test anxiety, and retention were measured in English-major college students in an experimental group with audio-visual aids (n=83) and a control group without audio-visual aids (n=94) with similar general English proficiency. Lower reading test anxiety, unchanged reading comprehension scores, and better reading short-term and long-term retention after four weeks were evident in the audiovisual group relative to the control group. In addition, lower listening test anxiety, higher listening comprehension scores, and unchanged short-term and long-term retention were found in the audiovisual group relative to the control group after the intervention. Audio-visual aids may help to reduce EFL learners' listening test anxiety and enhance their listening comprehension scores without facilitating retention of such materials. Although audio-visual aids did not increase reading comprehension scores, they helped reduce EFL learners' reading test anxiety and facilitated retention of reading materials.
本研究考察了视听辅助工具对外语（英语）课堂上学生焦虑水平、阅读理解测试成绩以及阅读和聆听短篇小说时记忆能力的影响。对英语专业大学生进行了阅读和听力测试、一般焦虑和测试焦虑以及记忆能力的测量，将英语水平相近的学生分为实验组（n = 83，使用视听辅助工具）和对照组（n = 94，不使用视听辅助工具）。与对照组相比，视听组的阅读测试焦虑较低，阅读理解成绩不变，四周后的阅读短期和长期记忆能力更好。此外，干预后，与对照组相比，视听组的听力测试焦虑较低，听力理解成绩较高，短期和长期记忆能力不变。视听辅助工具可能有助于降低外语学习者的听力测试焦虑，并提高他们的听力理解成绩，但无助于此类材料的记忆。虽然视听辅助工具没有提高阅读理解成绩，但有助于降低外语学习者的阅读测试焦虑，并促进阅读材料的记忆。
