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The Impact of Multimedia and Audiovisual Tools on English Listening and Pronunciation Skills

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Title: The Impact of Multimedia and Audiovisual Tools on English Listening and Pronunciation Skills
Language: English
Authors: Goretti Faya-Ornia (ORCID 0000-0003-0992-5563)
Source: Language Learning in Higher Education. 2026 16(1):151-168.
Availability: De Gruyter Mouton. Available from: Walter de Gruyter, Inc. 121 High Street, Third Floor, Boston, MA 02110. Tel: 857-284-7073; Fax: 857-284-7358; e-mail: service@degruyter.com; Web site: http://www.degruyter.com
Peer Reviewed: Y
Page Count: 18
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Listening Skills, Pronunciation, Multimedia Materials, Audiovisual Aids, English (Second Language), Second Language Learning, Spanish, Native Language, College Students, Phonetics, Independent Study, Second Language Instruction, Foreign Countries, Listening Comprehension
Geographic Terms: Spain
DOI: 10.1515/cercles-2025-0051
ISSN: 2191-611X
2191-6128
Abstract: Spanish learners of English frequently struggle with listening comprehension and pronunciation. While phonetic transcription and guided practice with audiobooks and graded readers have proven effective, this study expands the scope by integrating a wider range of multimedia resources (including films, TV series, YouTube channels, TED Talks, mobile apps, and podcasts) into a structured educational intervention. The aim was to assess the relative effectiveness of these tools in improving learners' oral skills, particularly listening and pronunciation. The five-month intervention combined theoretical instruction in phonetics with self-directed practice using one of five media formats. Sixteen university students participated and completed three pre- and post-intervention assessments: the Oxford Placement Test, a vowel recognition test, and an oral reading task. Quantitative results showed statistically significant improvement in grammar and listening comprehension, with large effect sizes. However, gains in phonological perception (e.g. minimal pair discrimination) were smaller and not statistically significant. Oral production also improved, with fewer and less severe pronunciation errors. Qualitative data from focus group interviews reinforced the test results: participants perceived clear progress, especially in listening comprehension, and found the intervention motivating. The combination of audio and written texts emerged as particularly effective. This study highlights the benefits of multimodal input for enhancing oral proficiency and offers a replicable methodology for English as a Modern Foreign Language (EMFL) contexts. It also suggests that while general listening skills can be improved through regular exposure to multimedia content, phonological perception may require more targeted and sustained practice.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508882
Database: ERIC
FullText Text:
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IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Impact of Multimedia and Audiovisual Tools on English Listening and Pronunciation Skills
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  Label: Language
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Goretti+Faya-Ornia%22">Goretti Faya-Ornia</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0992-5563">0000-0003-0992-5563</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Language+Learning+in+Higher+Education%22"><i>Language Learning in Higher Education</i></searchLink>. 2026 16(1):151-168.
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  Label: Availability
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  Data: De Gruyter Mouton. Available from: Walter de Gruyter, Inc. 121 High Street, Third Floor, Boston, MA 02110. Tel: 857-284-7073; Fax: 857-284-7358; e-mail: service@degruyter.com; Web site: http://www.degruyter.com
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  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
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  Data: 18
– Name: DatePubCY
  Label: Publication Date
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Listening+Skills%22">Listening Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Pronunciation%22">Pronunciation</searchLink><br /><searchLink fieldCode="DE" term="%22Multimedia+Materials%22">Multimedia Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Audiovisual+Aids%22">Audiovisual Aids</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish%22">Spanish</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language%22">Native Language</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Phonetics%22">Phonetics</searchLink><br /><searchLink fieldCode="DE" term="%22Independent+Study%22">Independent Study</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Listening+Comprehension%22">Listening Comprehension</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1515/cercles-2025-0051
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2191-611X<br />2191-6128
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Spanish learners of English frequently struggle with listening comprehension and pronunciation. While phonetic transcription and guided practice with audiobooks and graded readers have proven effective, this study expands the scope by integrating a wider range of multimedia resources (including films, TV series, YouTube channels, TED Talks, mobile apps, and podcasts) into a structured educational intervention. The aim was to assess the relative effectiveness of these tools in improving learners' oral skills, particularly listening and pronunciation. The five-month intervention combined theoretical instruction in phonetics with self-directed practice using one of five media formats. Sixteen university students participated and completed three pre- and post-intervention assessments: the Oxford Placement Test, a vowel recognition test, and an oral reading task. Quantitative results showed statistically significant improvement in grammar and listening comprehension, with large effect sizes. However, gains in phonological perception (e.g. minimal pair discrimination) were smaller and not statistically significant. Oral production also improved, with fewer and less severe pronunciation errors. Qualitative data from focus group interviews reinforced the test results: participants perceived clear progress, especially in listening comprehension, and found the intervention motivating. The combination of audio and written texts emerged as particularly effective. This study highlights the benefits of multimodal input for enhancing oral proficiency and offers a replicable methodology for English as a Modern Foreign Language (EMFL) contexts. It also suggests that while general listening skills can be improved through regular exposure to multimedia content, phonological perception may require more targeted and sustained practice.
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  Data: 2026
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  Data: EJ1508882
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        Value: 10.1515/cercles-2025-0051
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      – Text: English
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      Pagination:
        PageCount: 18
        StartPage: 151
    Subjects:
      – SubjectFull: Listening Skills
        Type: general
      – SubjectFull: Pronunciation
        Type: general
      – SubjectFull: Multimedia Materials
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      – SubjectFull: Audiovisual Aids
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Spanish
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      – SubjectFull: Native Language
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      – SubjectFull: College Students
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      – SubjectFull: Phonetics
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      – SubjectFull: Independent Study
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Listening Comprehension
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      – SubjectFull: Spain
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      – TitleFull: The Impact of Multimedia and Audiovisual Tools on English Listening and Pronunciation Skills
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