Audio-Assisted Versus Text-Only Extensive Reading Materials: Potentials and Student Preferences

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.