Your browser does not support the PubReader view.
Go to this page to see a list of supporting browsers.
The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 20, No. 1, pp.662-691
ISSN: 1598-1398 (Print)
Print publication date 31 Mar 2020
Received 31 Oct 2020 Revised 10 Nov 2020 Accepted 25 Nov 2020
DOI: https://doi.org/10.15738/kjell.20..202011.662

Effects of Focus on Form Instruction through Listening in Blended Learning on the Development of Grammar and Listening Skills

Hee Yeon Kang ; Chung Hyun Lee
Hankuk University of Foreign Studies
Hankuk University of Foreign Studies


Copyright 2020 KASELL
This is an open access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Focus on form (FonF) instruction with communicative activities has received wide attention in grammar teaching and learning. The successful implementation of FonF instruction requires enough time for ample input and production in appropriate circumstances. Therefore, blended learning can be applied to FonF instruction. This study aims to examine the effects of FonF instruction through listening activities in blended learning on the development of grammar knowledge and listening comprehension. 118 university students in Korea participated and were divided into three groups, a conventional listening group as a control group (CG), a FonF instructional group (FG), and a FonF instruction in blended learning group (FBG) as experimental groups. Regarding data collection, grammar pre-, mid-, and post-tests and listening pre- and post-tests were used for quantitative research. The main findings were as follows. First, three instructions were effective for the development of learners’ grammar knowledge and listening comprehension. Second, FBG was the most effective among the three groups, and FG did not have a greater effect than CG. It is concluded that FonF instruction through listening activities in blended learning positively impacted the development of learners’ grammar knowledge and listening comprehension. Suggestions are provided for specific FonF instruction models in blended learning.

Keywords:

focus on form instruction, grammar, listening comprehension, blended learning, multimedia-assisted listening

Acknowledgments

This study was supported by Hankuk University of Foreign Studies Research Fund of 2020.

References

  • Bowles, M. 2003. The effects of textual input enhancement on language learning: An online/offline study of fourth-semester Spanish students. In P. Kempchinski and P. Pineros, eds., Theory, Practice, and Acquisition: Papers from the 6th Hispanic Linguistic Symposium and the 5th Conference on the Acquisition of Spanish and Portuguese, 359–411. Somerville, MA: Cascadilla Press.
  • Bygate, M. 1996. Effect of task repetition: Appraising the development of second language learners. In J. Willis and D. Willis, eds., Challenge and Change in Language Teaching, 183-196. Oxford: Heinemann.
  • Cho, S. K. 2009. Smartphones used for foreign language learning. Multimedia-Assisted Language Learning 12(3), 211-228. [https://doi.org/10.15702/mall.2009.12.3.211]
  • Chung, J. M. 1999. The effects of using video texts supported with advance organizers and captions on Chinese college students’ listening comprehension: An empirical study. Foreign Language Annals 32(3), 295-308. [https://doi.org/10.1111/j.1944-9720.1999.tb01342.x]
  • Day, E. M. and S. M. Shapson.1991. Integrating formal and functional approaches to language teaching in French immersion: An experimental study. Language Learning 41(1), 25-58. [https://doi.org/10.1111/j.1467-1770.1991.tb00675.x]
  • Doughty, C. 2001. Cognitive underpinnings of focus on form. In P. Robinson, ed., Cognition and Second Language Instruction, 206-257. Cambridge: Cambridge University Press. [https://doi.org/10.1017/CBO9781139524780.010]
  • El-Dakhs, D. A., F. Ambreen and M. Zaheer. 2019. The effect of textual enhancement on collocation learning: The case of Arab EFL learners. Electronic Journal of Foreign Language Teaching 16(1), 114-139.
  • Ellis, R. 2001. Introduction: Investigating form-focused instruction. Language Learning 51(1), 1-46. [https://doi.org/10.1111/j.1467-1770.2001.tb00013.x]
  • Ellis, R. 2003. Task-based Language Learning and Teaching. Oxford: Oxford University Press.
  • Fang, T. 2016. Effects of textual enhancement on English as a foreign language learners’ anaphor resolution performance and reading comprehension in Taiwan. Journal of Research in Reading 39(3), 347-365. [https://doi.org/10.1111/1467-9817.12028]
  • Gass, S. 2003. Input and interaction. In J. Catherine and M. Long, ed., The Handbook of Second Language Acquisition, 224-255. Malden, MA: Blackwell. [https://doi.org/10.1002/9780470756492.ch9]
  • Gass, S., A. Mackey, M. J. Alvarez-Torres and M. Fernandez-Garcia. 1999. The effects of task repetition on linguistic output. Language Learning 49, 549-581. [https://doi.org/10.1111/0023-8333.00102]
  • Gonzälez‐Bueno, M and L. C. Pérez. 2000. Electronic mail in foreign language writing: A study of grammatical and lexical accuracy, and quantity of language. Foreign Language Annals 33(2), 189-198. [https://doi.org/10.1111/j.1944-9720.2000.tb00911.x]
  • Guchte, V. D., M. Braaksma, M. G. Rijlaarsdam and P. Bimmel. 2016. Focus on form through task repetition. Language Teaching Research 14, 1-21.
  • Hwang, J. B. 2004. How to apply focus-on-form techniques to Korean EFL classroom. Foreign Languages Education 11(3), 85-101.
  • Hwang, J. B. 2007. A study of the combining effects of the multimedia learning environment and the use of a focus-on-form technique. Multimedia-Assisted Language Learning 10(3), 237-255. [https://doi.org/10.15702/mall.2007.10.3.237]
  • Izumi, S. 2002. Output, input enhancement and the noticing hypothesis: An experimental study on ESL relativization. Studies in Second Language Acquisition 24(4), 541-577. [https://doi.org/10.1017/S0272263102004023]
  • Jin, S. H. 2014. Implementation of smartphone-based blended learning in an EFL undergraduate grammar course. Multimedia-Assisted Language Learning 17(4), 11-37. [https://doi.org/10.15702/mall.2014.17.4.11]
  • Jones, L. C. and J. Plass. 2002. Supporting listening comprehension and vocabulary acquisition in French with multimedia annotations. The Modern Language Journal 86(4), 546-561. [https://doi.org/10.1111/1540-4781.00160]
  • Jourdenais, R., M. Ota, S. Stauffer, B. Boyson and C. J. Doughty. 1995. Does textual enhancement promote noticing? A think-aloud protocol analysis. In R. Schmidt, ed., Attention and Awareness in Foreign Language Learning, 183-216. Honolulu: University of Hawaii Second Language Teaching & Curriculum Center.
  • Jung, R. and C. H. Lee. 2013. Using Internet video clips for university students’ vocabulary development in blended learning. Multimedia-Assisted Language Learning 16(4), 67-96. [https://doi.org/10.15702/mall.2013.16.4.67]
  • LaBrozzi, R. M. 2016. The effects of textual enhancement type on L2 form recognition and reading comprehension in Spanish. Language Teaching Research 20(1), 75-91. [https://doi.org/10.1177/1362168814561903]
  • Lee, A. 2019. Using virtual reality to test academic listening proficiency. Korean Journal of English Language and Linguistics 19(4), 688-712. [https://doi.org/10.15738/kjell.19.4.201912.688]
  • Lee, C. H. 2015. Principles and Applications of MALL. Sungnam: Bookorea.
  • Lee, S. K. 2007. Effects of textual enhancement and topic familiarity on Korean EFL students’ reading comprehension and learning of passive form. Language Learning 57(1), 87-118. [https://doi.org/10.1111/j.1467-9922.2007.00400.x]
  • Leow, R. 1993. To simplify or not to simplify: A look at intake. Studies in Second Language Acquisition 15(3), 333-355. [https://doi.org/10.1017/S0272263100012146]
  • Leow, R. 1995. Modality and intake in second language acquisition. Studies in Second Language Acquisition 17(1), 79-89. [https://doi.org/10.1017/S0272263100013784]
  • Leow, R. 1997. The effects of input enhancement and text length on adult L2 readers’ comprehension and intake in second language acquisition. Applied Language Learning 8(2), 151-182.
  • Leow, R. 2001. Do learners notice enhanced forms while interacting with the L2? An online and offline study of the role of written input enhancement in L2 reading. Hispania 84(3), 496-509. [https://doi.org/10.2307/3657810]
  • Leow, R. P., T. Egi, A. M. Nuevo and Y. C. Tsai. 2003. The roles of textual enhancement and type of linguistic item in adult L2 learners’ comprehension and intake. Applied Language Learning 13(2), 1-16.
  • Liou, H. C., S. H. Wang and Y. Hung-Yeh. 1992. Can grammatical CALL help EFL writing instruction? CALICO Journal 10(1), 23-44.
  • Long, M. 1991. Focus on form: A design feature in language teaching methodology. In K. de Bot, R. Ginsberg and C. Kramsch, eds., Foreign Language Research in Cross-cultural Perspective, 39–52. Amsterdam: John Benjamins. [https://doi.org/10.1075/sibil.2.07lon]
  • Markham, P., L. A. Peter and T. J. McCarthy. 2001. The effects of native language vs. target language captions on foreign language students' DVD video comprehension. Foreign Language Annals 34(5), 439-445. [https://doi.org/10.1111/j.1944-9720.2001.tb02083.x]
  • Meguro, Y. 2019. Textual enhancement, grammar learning, reading comprehension, and tag questions. Language Teaching Research 23(1), 58-77. [https://doi.org/10.1177/1362168817714277]
  • Miyazoe, T. and T. Anderson. 2010. Learning outcomes and students’ perceptions of online writing: Simultaneous implementation of a forum, blog, and wiki in an EFL blended learning setting. System 38(2), 185-199. [https://doi.org/10.1016/j.system.2010.03.006]
  • Nagata, N. 1996. Computer vs. workbook instruction in second language acquisition. CALICO Journal 14(1), 53-75.
  • Negari, G. M., A. Azizi and D. K. Arani. 2018. Investigating the effectiveness of audio input enhancement on EFL learners’ retention of intensifiers. International Journal of Instruction 11(1), 123-138. [https://doi.org/10.12973/iji.2018.1119a]
  • Nutta, J. 1998. Is computer-based grammar instruction as effective as teacher-directed grammar instruction for teaching L2 structures? CALICO Journal 16(1), 49-62. [https://doi.org/10.1558/cj.v16i1.49-62]
  • Ramírez Verdugo, D. and I. Alonso Belmonte. 2007. Using digital stories to improve listening comprehension with Spanish young learners of English. Language Learning and Technology 11(1), 87-101.
  • Rassaei, E. 2020. The separate and combined effects of recasts and textual enhancement as two focus on form techniques on L2 development. System 89, 102-193. [https://doi.org/10.1016/j.system.2019.102193]
  • Roussel, S. 2011. A computer assisted method to track listening strategies in second language learning. ReCALL 23(2), 98-116. [https://doi.org/10.1017/S0958344011000036]
  • Saito, K. and R. Lyster. 2012. Effects of form‐focused instruction and corrective feedback on L2 pronunciation development of /ɹ/ by Japanese learners of English. Language Learning 62(2), 595-633. [https://doi.org/10.1111/j.1467-9922.2011.00639.x]
  • Schmidt, R. 2001. Attention. In P. Robinson, ed., Cognition and Second Language Instruction, 3–32. New York: Cambridge University Press. [https://doi.org/10.1017/CBO9781139524780.003]
  • Seo, K. 2002. The effect of visuals on listening comprehension: A study of Japanese learners’ listening strategies. International Journal of Listening 16(1), 57-81. [https://doi.org/10.1080/10904018.2002.10499049]
  • Shea, P. 2000. Leveling the playing field: A study of captioned interactive video for second language learning. Journal of Educational Computing Research 22(3), 243-263. [https://doi.org/10.2190/3NEY-BNT0-FB28-VBWY]
  • Shintani, N. 2013. The effect of focus on form and focus on forms instruction on the acquisition of productive knowledge of L2 vocabulary by young beginning‐level learners. TESOL Quarterly 47(1), 36-62. [https://doi.org/10.1002/tesq.54]
  • Shook, D. J. 1994. FL/L2 reading, grammatical information, and the input-to-intake phenomenon. Applied Language Learning 5(2), 57-93.
  • So, L. and C. H. Lee. 2013. A case study on the effects of an L2 writing instructional model for blended learning in higher education. Turkish Online Journal of Educational Technology 12(4), 1-10.
  • Stewart, M. A. and I. Pertusa. 2004. Gains to language learners from viewing target language closed‐captioned films. Foreign Language Annals 37(3), 438-442. [https://doi.org/10.1111/j.1944-9720.2004.tb02701.x]
  • Van Beuningen, C. G., N. H. De Jong and F. Kuiken. 2012. Evidence on the effectiveness of comprehensive error correction in second language writing. Language Learning 62(1), 1-41. [https://doi.org/10.1111/j.1467-9922.2011.00674.x]
  • Vandergrift, L. and C. C. Goh. 2012. Teaching and Learning Second Language Listening: Metacognition in Action. New York: Routledge. [https://doi.org/10.4324/9780203843376]
  • VanPatten, B. and S. Oikkenon. 1996. Explanation versus structured input in processing instruction. Studies in Second Language Acquisition 18, 495–510. [https://doi.org/10.1017/S0272263100015394]
  • Weinberg, A. and L. Vandergrift. 2011. Creating podcasts for academic listening in French: Student perceptions of enjoyment and usefulness. Calico Journal 28(3), 588-605. [https://doi.org/10.11139/cj.28.3.588-605]
  • White, J. 1998. Getting the learners’ attention: A typographical input enhancement study. In C. Doughty and J. Williams. eds., Focus on Form in Classroom Second Language Acquisition, 85–113. Cambridge: Cambridge University Press.
  • Wilberschied, L. and P. M. Berman. 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. [https://doi.org/10.1111/j.1944-9720.2004.tb02420.x]
  • Yoo, H. J. 2014. The effect of collaborative learning through mobile SNS on learning English grammar. Studies in Foreign Language Education 28(2), 135-158. [https://doi.org/10.16933/sfle.2014.28.2.135]
  • Yoon, S. Y. and C. H. Lee. 2010. The perspectives and effectiveness of blended learning in L2 writing of Korean university students. Multimedia-Assisted Language Learning 13(2), 177-204. [https://doi.org/10.15702/mall.2010.13.2.177]
  • Zapata, G. C. and N. Sagarra. 2008. Blending classroom instruction with online homework: A study of student perceptions of computer-assisted L2 learning. ReCALL 20(2), 208-224. [https://doi.org/10.1017/S0958344008000621]
  • Zhao, Y. 1997. The effects of listeners’ control of speech rate on second language comprehension. Applied Linguistics 18(1), 49-68. [https://doi.org/10.1093/applin/18.1.49]

Kang, Hee Yeon (first author), LecturerDepartment of EducationHankuk University of Foreign Studies107 Imun-ro, Dongdaemun-gu, Seoul, KoreaTel: 02-2173-2342Email: vaho@naver.com

Lee, Chung Hyun (corresponding author), ProfessorDepartment of English Education, Hankuk University of Foreign Studies107 Imun-ro, Dongdaemun-gu, Seoul, KoreaTel: 02-2173-2342Email: chleemall@daum.net