silent viewing 2

"Conclusion and Implications:

As the results indicated, there were significant differences between the silent viewing and freeze-frame viewing group and the control group in terms of their listening comprehension, while all the groups were similar regarding the materials, teacher, and amount of instruction except in the video training that was specifically offered to the experimental groups. According to the results, practicing silent and freezeframe viewing techniques had significant effects on high school EFL learners’ listening comprehension. There are sound reasons to implement video in ELT (English language teaching) classrooms. The video combines audiovisual stimuli which are usually interesting and provide a real language with cultural information. Video can be controlled by pausing, stopping, or reviewing. It also provides different aspects of speech like stress, tone, and/or even facial expressions or body language. The story plot of videos is compelling which enhances comprehension of language. A number of pedagogical implications can be suggested with regard to the findings of this study, which might be useful to researchers, teachers, students, and course book designers. The first implication of the study highlights that teaching and practicing video material through different viewing techniques can improve EFL learners’ listening ability significantly. Therefore, based on the findings of this study, teachers can bring about new insights into teaching listening more effectively and move some steps forward rather than just playing some material for learners and asking them to do some oral drill or written tasks to fulfill the aim of listening comprehension. Instead of finding a remedy for the so-called listening problem, which is a very common one among the Iranian EFL learners, they can overcome the problems by giving learners more awareness on the changing face of video material and the way of dealing with it in the classroom. On the other hand, the findings of this research can guide syllabus designers. They can include more components dealing with listening skill in the course books which are followed by video materials. It may be claimed that there are some course books with some listening materials in video format, but the amount is not sufficient and also teachers might not be completely aware of the importance of these sections in their guidebooks; in addition, they might not be provided with suitable and good equipment to play the video material. Another important issue is that while teaching prospective teachers for their career, teacher trainers need to teach them how to succeed in assisting their learners to deal with listening problems. In training prospective teachers, they can be taught to put more time and energy into teaching listening skill via using videos in EFL classrooms. In addition, students can use video outside the classroom and there should be some videos which guide self-study and provide extra practice for EFL learners." Shahani/Tahrir 2015: 7. Online unter: https://journals.sagepub.com/doi/pdf/10.1177/2158244015585999