The power of PowerPoint in listening at beginning levels of Spanish

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dc.contributor Mantero, Miguel
dc.contributor Liu, Dilin
dc.contributor Picone, Michael D.
dc.contributor Lightfoot, Douglas J.
dc.contributor.advisor Cipria, Alicia
dc.contributor.author Martinez Valencia, Francia Eliana
dc.date.accessioned 2017-02-28T22:21:40Z
dc.date.available 2017-02-28T22:21:40Z
dc.date.issued 2009
dc.identifier.other u0015_0000001_0000125
dc.identifier.other MartinezValencia_alatus_0004D_10170
dc.identifier.uri https://ir.ua.edu/handle/123456789/632
dc.description Electronic Thesis or Dissertation
dc.description.abstract This study took place during the Spring and Fall semesters of 2008 at the University of Alabama in two Elementary Spanish classes. Using a combination of the findings reported by Mueller (1979), Bransford and Johnson (1972), Kim (2003), U. K. Chung (1994), and others as a base, this research aimed to extend the findings of previous studies on visually supported listening. It also aimed to compare empirically the effect of visually enriched PowerPoint slides (VEPP) on students' listening outcomes using control and treatment conditions for comparison. This study was also interested in whether gender affected listening outcomes with and without VEPP. This study presented quantitative evidence for the use of VEPP for pre-, during-, and postlistening activities at elementary levels. A mixed ANOVA determined that there were statistically significant differences between scores on listening exercises in the control and treatment conditions. The results suggest that students who were in the treatment condition (with VEPP) performed statistically significantly better. There was no main effect for gender, but an interaction revealed that females were at a disadvantage in comparison to the males in the control condition (non-VEPP); the treatment (VEPP) appeared to help them to catch up with the males in listening comprehension. Finally, qualitative information coming from participant surveys revealed that they preferred and felt less anxious with the use of VEPP for pre-, during-, and postlistening activities.
dc.format.extent 172 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Language, Linguistics
dc.subject.other Foreign Language Education
dc.title The power of PowerPoint in listening at beginning levels of Spanish
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Modern Languages and Classics
etdms.degree.discipline Romance Languages
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ph.D.


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