TASK 2: ATICLE REVIEW #2

TOPIC: READING AUTHENTIC EFL TEXT USING VISUALIZATION AND ADVANCE ORGANIZERS IN A MULTIMEDIA LEARNING ENVIRONMENT

AUTHOR (S): Huifen Lin &Tsuiping Chen

JOURNAL: Language Learning & Technology

VOLUME: Vol.11, No.3, October 2007, pp. 83-106

LINK: http://llt.msu.edu/vol11num3/linchen/default.html

This article carried by Huifen Lin and Tsuiping Chen from Kun Shan University, Taiwan basically intended to figure out the effectiveness of having the use of visualization and advance organizers in enhancing comprehension in EFL learning environments. This involved students’ reading proficiency level on their reading comprehension achievement. For the sampling, students from two different EFL reading sections were tested on their reading proficiency and then randomly assigned to one of four computer-based instructional modules plus question advance organizer. As the fundamental of this research, they refer to the dual-coding theory by Paivio (1971, 1978, 1990, 1991) of theoretical justifications for the use of visuals in the instructional presentations. This theory claims that human memory is composed of two independent but interconnected coding systems. In other words, it refers to the ability of reading and comprehension proficiency. Another theory on this visual aids claim that the systems is self-functioning independently but requires connections and reinforcement (Lai, 2000). That is on visualization. On the advance organizer, according to Ausubel (Ausubel, 1963), an advance organizer is defined as an instructional unit which introduced in advance of direct instruction. Meanwhile, Kloster and Winnie (1989) suggest that advance organizers may promote learning since learners are supplied with new cognitive structure. This also means that learners would have the time to planning for their learning outcomes. Researchers also mentioned about animation as the visualization in instruction whereby it could present visible abstract concepts. Based from those theories and issues, they then narrow down their goals of research on finding the relative effects of different cognitive strategies combining with the advance organizers and visualization on ESL/EFL learner’s reading comprehension of a multimedia-based authentic text and how the cognitive strategies, visual embedded with advance organizers in a multimedia –based authentic text, balance for low reading. This research was participated by 115 sophomores (20 males and 95 females) of two sections of an intermediate EFL reading course at a private university in Taiwan. Then, the four computer-based modules were developed for the study. All of them consist identical instructional content for them. The modules are static visual alone (SV), animated visual aloe (AN), animated visual plus descriptive advance organizer (A+D), and animated visual plus question advance organizer (A+Q). There are two stages in the procedure. The first one is the instructor provided students with simplified readings in order to provide students with the general background knowledge. The second stage was then conducted in a multimedia language lab during class hours. The result based from the modules found that animation embedded with a question advance organizer is more effective than static visuals alone, animated visuals were found to be equally effective as static visuals, a question advance organizer is only more effective than a descriptive advance organizer and the last one, advance organizers of either type to accompany the animation did have marginal effect compared to not providing them at all. In other words, the use of animation has no side effect with the comprehension of authentic reading materials. So, static visualization is found to be effective in assisting learner’s comprehension of the material.

To be realistic, I am aware that students nowadays are belong to the visual generation. They would be more enthusiastic in visualization mostly in PNP activity. For example, literature textbooks in school now are filled in with pictures. During my school days, visual aids are not really taken seriously into any reading materials or even in the lesson. By that, I conclude that visualization can improve the PNP. However, we have to bear in mind that the visualization is not the priority in learning English. It is functioning as the enhancer or side dish for the main course, appetizer I shall say. Well, that is the basic. I am also aware that teachers nowadays make a full use of multimedia as their aid for class activity as in the lesson plan. Teachers are using more courseware as in CD-ROM in their PNP. It is believed as even the ministry has taken this into serious matter. Believe it or not it has become important in language subject especially. Until now, there is no complain for nobody. It shows and proven us that is has no harm or side effect in language learning. So, by using such technology, students would be more aware since the visual would directly go through their eyes and mind. Besides that, by using visual aid also, teachers can lead students into creative and critical thinking and enriching their vocabulary based from the visual aids prepared. What else can we argue about the effectiveness of it rather than use it then.