Volume 29 Number 1, 2025 Uni-, bi-, and multimodal mobile-assisted listening: Differential effects of app mode on EFL listening comprehension and recognition

Uni-, bi-, and multimodal mobile-assisted listening: Differential effects of app mode on EFL listening comprehension and recognition

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July 25, 2025, 1:06 p.m.
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Sept. 8, 2025, 10:08 p.m.
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Sept. 8, 2025, 10:08 p.m.
access-status:
open.access
bitstream:
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bitstream_txt:
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collection:
Volume 29 Number 1, 2025
contributor.author:
Hafour, Marwa
date.accessioned:
2025-07-07T21:46:01Z
date.available:
2025-07-07T21:46:01Z
date.copyright:
2025
date.issued:
2025-07-14
description.abstract:
Mobile apps are becoming part and parcel of our daily lives. Hence, this study examined the differential effects of app modes on listening comprehension and recognition. From a pool of Egyptian EFL sophomores, 107 students were randomly assigned into 3 groups practicing mobile-assisted listening in 3 modalities: Unimodal (n = 35), Bimodal (n = 35), and Multimodal (n = 37). Following sequential explanatory mixed-method design, scores on pre-post listening tests and responses to closed/open-ended perceptions survey questions were analyzed using Two-way Mixed ANOVA, Linear Regression, and inductive thematic analysis. While all three modalities demonstrated comparable effectiveness in improving listening comprehension, performance variations were observed in listening recognition. Both the uni- and multimodal groups surpassed the bimodal group in listening recognition, while exhibiting similar levels of listening recognition improvement. As such, apps focusing on comprehension exercises demonstrated greater efficacy in triggering lower-level cognitive processes (listening recognition) than those exclusively targeting word recognition. Further, listening recognition was found to be a weak predictor of listening comprehension. Participants’ perceptions consolidated these propositions. They offered some app functionality and user-experience enhancement suggestions. They advocated for incorporating more personalized, gamified, and interactive tools (e.g., shadowing, translation, and speed control tools), coupled with increased content and exercise variety (stepping beyond multiple-choice and fill-in-the-blank formats).
endingpage:
29
format.extent:
29
identifier.citation:
Hafour, M. (2025). Uni-, bi-, and multimodal mobile-assisted listening: Differential effects of app mode on EFL listening comprehension and recognition. Language Learning & Technology, 29(1), 1–29. https://doi.org/10.64152/10125/73637
identifier.doi:
https://doi.org/10.64152/10125/73637
identifier.issn:
1094-3501
identifier.uri:
https://hdl.handle.net/10125/73637
language:
eng
number:
1
publicationname:
Language Learning & Technology
publisher:
University of Hawaii National Foreign Language Resource Center Center for Language & Technology
rights.license:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
rights.uri:
https://creativecommons.org/licenses/by-nc-nd/4.0/
site_url:
/item/10125-73637/
startingpage:
1
subject:
unimodal, bimodal, multimodal, mobile-assisted listening
title:
Uni-, bi-, and multimodal mobile-assisted listening: Differential effects of app mode on EFL listening comprehension and recognition
type:
Article Text
volume:
29