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 |
| 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 |
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