Does Interactive Multimedia Strategy Improve Listening Skills better than Vocabulary Skills?

Abstract

This study examines the impact of interactive multimedia in enhancing EFL students’ English skills ability in learning English as a foreign language context. To identify the impact of interactive multimedia strategy on the achievements of EFL learners, a quasi-experimental design study was applied for one month at an elementary school in Saudi Arabia. In particular, this study purposes to investigate whether the EFL learners in the experimental group would improve their listening skills better than their vocabulary skills when learning them through interactive multimedia strategy in comparison to their peers in the traditional learning method. The participants in this study were 40 male students, aged 11-13 years, level six at an elementary government school in Al-Baha City.

The results highlighted that there are statistically significant differences between the mean scores of the EFL learners who were taught listening skills and vocabulary skills via the interactive multimedia strategy and those who were taught the same skills by using the traditional learning (the control group) in the post-test. Furthermore, the results indicated that the EFL learners in the experimental group have improved their listening skills better than their vocabulary skills when learning them through interactive multimedia strategy. However, the findings revealed that are not statistically significant differences between the EFL learners in the experimental classes and the students in the control groups in their English listening skills and vocabulary skills test score at the pre-test.