@article{article_543773, title={Effect of Input Mode on EFL Free-Recall Listening Performance: A Mixed-Method Study}, journal={Eurasian Journal of Applied Linguistics}, volume={5}, pages={1–22}, year={2019}, DOI={10.32601/ejal.543773}, author={Shi, Jaqueline}, keywords={input mode,audio-video input,free-recall listening}, abstract={<p class="Ejal-Abstract-Text"> <span lang="EN-US">This study conducted a mixed-method study of the influence of audio and video input </span> <span lang="EN-US"> mode </span> <span lang="EN-US"> on free-recall listening performance. It first explored quantitatively <a name="OLE_LINK289"> </a> <a name="OLE_LINK288">whether input mode significantly influenced 34 sophomores’ performance in general </a> </span> <span lang="EN-US"> and across </span> <span lang="EN-US">two genres (passage and long dialogue) </span> <span lang="EN-US"> and </span> <span lang="EN-US"> three ranks of idea units </span> <span lang="EN-US">(the discourse topic, main point </span> <span lang="EN-US">, </span> <span lang="EN-US"> and supporting detail). Then it investigated qualitatively how four of the participants interacted with the audio and video input. T-test results showed the video mode significantly facilitated listening performance in general and for long dialogue in particular, </span> <span lang="EN-US">as well as </span> <span lang="EN-US">the recall of supporting details for long dialogue. Qualitative findings revealed that the participants’ interaction with the video varied with their language proficiency and the visual-verbal relationship in the input, suggesting the threshold of language proficiency for the visuals to take effect </span> <span lang="EN-US">and </span> <span lang="EN-US"> the intervening effect of visual input and task features. <b> <o:p> </o:p> </b> </span> </p>}, number={1}, publisher={Ece ZEHİR TOPKAYA}