Abstract

Listening is a major challenge for many English-as-a-foreign language (EFL) learners. Decoding training, which helps learners develop the ability to recognize words from speech, is frequently used to assist EFL learners. Although recent empirical studies on decoding training have provided positive evidence on its effectiveness in improving EFL listening proficiency, our knowledge about the specific design characteristics of an effective decoding training model is still limited. Based on a comprehensive review, this study proposed a theory-based flipped SEF-ARCS decoding model consisting of three major components: (a) design principles for flipped learning, (b) the SEF-Automation (suitability, explore, feedback, generalization, and automation) decoding principles and (c) the ARCS (attention, relevance, confidence, satisfaction) motivational model. This study then empirically tested the effect of the flipped SEF-ARCS decoding model and found that students using the model (N = 44) performed significantly better than their counterparts learning without the model (N = 36) in terms of decoding skills and listening proficiency. Students’ perceptions were also explored.

摘要

听力是许多英语作为外语 (EFL) 学习者的主要挑战。解码训练可帮助学习者培养从语音中识别单词的能力，经常用于帮助 EFL 学习者。尽管最近关于解码训练的实证研究为其提高 EFL 听力水平的有效性提供了积极的证据，但我们对有效解码训练模型的具体设计特征的了解仍然有限。在全面回顾的基础上，本研究提出了一种基于理论的翻转 SEF-ARCS 解码模型，该模型由三个主要部分组成：(a) 翻转学习的设计原则，(b) SEF-Automation（适用性、探索、反馈、泛化，和自动化）解码原则和（c）ARCS（注意力、相关性、信心、满意度）动机模型。N = 44) 在解码技能和听力熟练度方面的 表现明显优于没有模型学习的同行 ( N = 36)。还探讨了学生的看法。