The Effect of Repeated Input of Videotaped Academic Lectures on Comprehension and Anxiety

The Effect of Repeated Input of Videotaped Academic Lectures on Comprehension and Anxiety

  Motivated by the escalating number of CBI courses whose primary medium of instruction is English language, the present study investigated the potential benefits of repeated input of videotaped academic lectures on comprehension and academic listening anxiety. The study also explored how precisely interpersonal listening ability predicts academic listening ability. Multiple statistical tools were utilized to analyze the data obtained from two groups of Korean university students. Data analyses revealed several pedagogically important findings. First, repeated input did not significantly enhance inference decisions in academic lectures, although it enhanced comprehension of main ideas and important details to a practically and statistically significant degree. Second, repeated input per se did not lower academic lecture listening anxiety to a practically and statistically significant extent. Lastly, interpersonal listening ability did not appear to be a potent predictor of academic lecture comprehension. Several pedagogical implications were proposed based on the findings.