Using digital stories to improve listening comprehension with Spanish young learners of English.

ABSTRACT

This paper examines the effects that digital stories may have on the understanding of spoken English by a group of 6-year-old Spanish learners. To accomplish this aim, a quasi-experimental research study was launched in six state schools in Madrid. A pre-post test design was used to investigate whether internet-based technology could improve listening comprehension in English as a Foreign Language (henceforth, EFL). Findings indicate that the experimental group outperformed the control group in the final test administered. These results raise interesting issues related to the use of technology in the context of foreign language learning. Future research which includes other age groups and digital materials and which explores other linguistic areas could further substantiate the link between Information and Communication Technology (ICT) rich environment and improved language learning.

INTRODUCTION

It is well known that listening comprehension plays a key role in foreign language teaching, especially with young learners (Anderson & Lynch, 1988; Brewster, 1994; Brown, 1986, 1989; Grabielatos, 1995; Phillips, 1993; Rost, 1990; Shorrocks, 1994). Web sites for children, if appropriately selected and organized, can offer a range of opportunities to develop foreign language listening and proficiency in a playful and enjoyable context (Van Scoter, Ellis & Railsback, 2001; Wright & Shade, 1994). This paper reports on the results of an ongoing research project (1) that explores the ways Internet based technology, and more specifically digital stories, may promote foreign language learning by Spanish young learners of English. Tales and stories are effective listening materials for children to develop listening comprehension and literacy both in their first and foreign language (Dickinson, 2001; Elley, 1989; Isbell, 2002; Penno, Wilkinson & Moore, 2002; Raines & Isbell, 1994; Richards & Anderson, 2003; Zevenbergenn & Whitehurst, 2003).

At an early stage of language acquisition, stories can offer a valuable way of contextualizing and introducing new language, making it meaningful and memorable (Wasik & Bond, 2001; Whitehurst & Lonigan, 1998; Wright, 2000). They are associated with feelings and memories, as they are a distinctive manifestation of cultural values and perceptions. Besides, they present linguistic forms, grammar, phrases, vocabulary, and formulaic speech within a meaningful and structured context that supports comprehension of the narrative world (Glazer & Burke, 1994; Jennings, 1991; Koisawalia, 2005; Mallan, 1991). This verbal information is commonly complemented with non-verbal information in the form of large pictures, which helps children reconstruct the storyline (Kellerman, 1992; Meyer, 1990; Mueller, 1980; Neu, 1990).

During the last few years, with increasingly more sophisticated multimedia technology, there is renewed interest in the complementary relationship of visual and auditory channels in listening comprehension (Brett, 1995; Felix, 1995; Hoven, 1999). Multimedia applications for foreign language learning can provide a more realistic picture of the new language and culture in the classroom, including not only linguistic but also paralinguistic features such as body language, gestures, prosody, etc., which help to convey meaning to the learners (Brett, 1995; Fidelman, 1997; Gassin, 1992; Hurley, 1992). It is believed in this study that digital stories, if appropriately selected, can prove to be very useful in developing children's listening skills. They tend to be visual, interactive and reiterative. Usually, learners have to listen to and understand a simple order in order to proceed with the story by clicking on parts of the screen or the picture. The interactivity of Internet-based stories, we assume, may facilitate learning since children are actively involved in decoding and understanding the story (Donato, 1994). Students are allowed to proceed at their own pace which also affords a high level of individual control. The reiterative nature of the kind of stories used here could also help children progressively learn the foreign language. Finally, gains in listening skills and understanding seem to bring benefits to improve children's reading comprehension (Biemiller, 2003; Sticht & James, 1984; Sticht 2003).

In despite of all these potential benefits, however, there is insufficient research on how Internet-based technology contributes to improve children's linguistic comprehension (see Haddad & Jurich, 2002 for discussion). Most of the research on the use of computer-based technology as an instructional tool for foreign language learning has concentrated on teenagers and adults (e.g., Salaberry, 2001; Zhao, 1999). As regards primary school settings, the majority of studies report on the positive developmental and motivational effects that access to technology may have on children's foreign language learning (Clements, 1994; Clements, Nastasi & Swaminathan, 1993). Only a few studies suggest that the use of computer-based technologies in the classroom is correlated to positive academic outcomes, including higher test scores (Melmed, 1995; Schacer, 1999).