| dc.description.abstract | A number of studies have suggested that audio-assisted reading texts
facilitate language learning (e.g., Brown, Waring, & Donkaewhua, 2008;
Chang, 2009). However, audio-assisted reading texts have not been
commonly used in Indonesian EFL classrooms, especially for extensive
reading (ER) activities. Therefore, this study attempted to fill in this gap by
investigating two areas of inquiry: (a) the potential benefits of the two
different modes of ER materials; namely, audio-assisted reading materials
and text-only reading materials and (b) students’ opinions and preferences
towards the two modes of ER materials. The findings revealed that both
audio-assisted and text-only materials facilitated vocabulary learning.
However, text-only materials outperformed audio-assisted materials in terms
of facilitating reading comprehension. In analysis of student preferences, the
students with a lower level of proficiency favored text-only materials,
whereas the students with a higher level of proficiency favored audio-assisted
materials. | en_US |
