This study concerns a multi-modality technology (MMT) intervention in a non-English major EFL Listening and Speaking class (LS). Learners’ progress was measured as they used the Interactive Response System (IRS) test practice instrument in class, and Pronunciation Power (PP), Active Reading (AR), and Sounds Good (SG) eLearning programs in the self-access center. A mixed method approach was adopted for data collection and paradata, such as students’ PP learning log, and SG unit reports were triangulated into the discussion for their pedagogical significance. A total of 207 students from three majors participated in the first study, and 138 students in the second study. Positive attitudes were detected from the satisfaction survey, and improvements were recorded in exam grades. A significant difference was identified among our three target groups: IRS and eLearning practice were observed to be potential contributors to the distinction. The interpretation and pedagogical significance are discussed.
|Keywords:||IRS Test Practice, Multi-modality Technology, Listening Proficiency, Non-English Major EFL Learners|
Associate Professor, Applied English Department, Hungkuang University, Taiwan, Taichung, Taiwan