The Effects of Video-Annotated Listening Review Mechanism on Promoting EFL Listening Comprehension

In recent years, English instruction has emphasized the importance of listening comprehension; however, playing CDs in class is still the most widely used approaches to practicing English listening in Taiwan. It is obvious that this training approach cannot satisfy individual needs. Thus, the study proposes a novel video-annotated learning review mechanism (VALRM), which can assist individual learners to mark the video sections that cannot listen clearly for review, and to enhance learners' English listening performance and perceptions. This study adopts quasi-experimental design to examine the effects of learners in the experimental group using the VALRM and those in the control group using Youtube with self-determined learning review mechanism (SDLRM) on English listening comprehension performance and technology acceptance. Analytical results show that the learners using the VALRM achieved significantly better listening comprehension performance than those using the SDLRM, whereas the technology acceptance of learners in both groups did not have significant difference. Additionally, the interview results show most of the interviewees agreed that the VALRM is more effective in promoting English listening learning performance than the SDLRM because they could find out the unclear parts and replay them easily and efficiently.