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This study aims to examine the effects of four modes of pre-listening activities (text, image, audiovisuals, and the combination of three modes) on English listening comprehension and to investigate the EFL students’ perspectives on the four modes of pre-listening activities. A total of 21 Korean university students participated in listening classes. They met twice a week for three hours over 16 weeks. Quantitative and qualitative data collection techniques included listening tests, a questionnaire, and reflective journals. The results of this study are as follows. First, the image and audiovisual modes were more effective in the pre-listening stage than text modes of pre-listening activities. A statistically significant difference between the image and audiovisual modes of pre-listening activities was found, but the text mode of prelistening activities did not function significantly on English listening comprehension. Second, students’ overall perspectives on the four modes of pre-listening activities were positive. The students reported that the combined three modes except for text were interesting and helpful. Third, most of the students had positive perspectives toward the three types of pre-listening activities, setting the context, topic prediction, and vocabulary previewing. Based on the findings, practical implications for teaching multimedia-assisted pre-listening activities are provided. |
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