Didactic audiovisual

resources and listening comprehension

Recursos audiovisuales didácticos y comprensión auditiva

Shelsia Adelaida Cordero Correa

, Marlon Richard Armijos Ramírez

Universidad Nacional de Loja; shelsia.cordero@unl.edu.ec. Loja, Ecuador

Universidad Nacional de Loja; marlon.armijos.r@gmail.com. Loja, Ecuador

Información del artículo:

Recibido: 12-01-2024

Aceptado: 22-05-2024

Publicado: 01-07-2024

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Artículo original. Revista multidisciplinaria investigación Contemporánea.

Vol. 2 - No. 2, pp. 1 - 22. julio-diciembre, 2024. e-ISSN: 2960-8015

Cómo citar:

Cordero Correa, S. A. ., & Armijos Ramírez, M. R. (2024). Didactic audiovisual resources and Listening comprehension. Revista

Multidisciplinaria Investigación Contemporánea, 2(2), 1–22. https://doi.org/10.58995/redlic.rmic.v2.n2.a65

DOI: https://doi.org/10.58995/redlic.rmic.v2.n2.a65

Didactic audiovisual resources and listening comprehension

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Revista Multidisciplinaria Investigación Contemporánea | Vol. 2 - No. 2 | 1 - 22

Abstract

It is well known that the ability of listening is as important if not more important than

speaking, because an eective communication requires both components to work harmo-

niously. Since one does not work without the other, speaking has no merit if what we say is

not received by another person. The central objective of this study is to improve listening

comprehension through the use of didactic audiovisual resources such as music videos

and audiobooks. This study employed a mixed action research approach to collect both

quantitative and qualitative data with high school students of a public institution in Loja. The

instruments used were a pre-test, a post-test and field notes, and the data were analyzed

by using descriptive statistics. A descriptive analysis was used to interpret the results of the

pre-test and post-test, as well as a thematic analysis to interpret the information collected

through the field notes. Through this, after the implementation of the audiovisual resources,

there was an outstanding increase in the students' listening comprehension, which went

from 57% to 82%. Similarly, the results indicated that the students experienced more moti-

vation, participation and improved their listening sub-skills such as, listening for predicting,

listening for gist and listening for specific information with the use of audiovisual resources.

Keywords: audiovisual resources, listening comprehension, english language learning, skills.

Didactic audiovisual resources and listening comprehension

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Resumen

Es bien sabido que la capacidad de escuchar es tan importante, si no más, que hablar.

Esto se debe a que una comunicación eficaz requiere que ambos componentes funcionen

en armonía. Ya que uno no funciona sin el otro, ya que hablar no tiene mérito si lo que

decimos no es recibido por otra persona. El objetivo central de este estudio es mejorar la

comprensión auditiva mediante el uso de recursos audiovisuales didácticos como vídeos

musicales y audiolibros. Este estudio empleó un enfoque de investigación-acción mixta

para recolectar datos tanto cuantitativos como cualitativos con estudiantes de secundaria

de una institución pública en Loja. Los instrumentos utilizados fueron un pretest, un post-

test y notas de campo, y los datos fueron analizados mediante estadística descriptiva. Se

utilizó un análisis descriptivo para interpretar los resultados del pretest y postest, así como

un análisis temático para interpretar la información recolectada a través de las notas de

campo. Gracias a esto, luego de la implementación de los recursos audiovisuales, se logró

un aumento destacado en la comprensión auditiva de los estudiantes, la cual pasó de 57%

a 82%. De manera similar, los resultados indicaron que los estudiantes experimentaron

más motivación, participación y mejoraron sus subhabilidades de escucha, como escu-

char para predecir, escuchar lo esencial y escuchar información específica con el uso de

recursos audiovisuales.

Palabras clave: recursos audiovisuales, comprensión auditiva, aprendizaje del idioma inglés,

habilidades.

Didactic audiovisual resources and listening comprehension

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1. INTRODUCTION

In English language learning the act of listening stands as the foundation on which all

other skills are built, according to Thuy (2021) assertions, the listening skill has a very

significant role since it is fundamental to the development of other language skills and

is the primary means by which learners interact authentically with the target language

and culture. It is often considered the most challenging language skill for target langua-

ge learners. On the other hand, another important aspect is highlighted by Chamorro

et. al. (2020) who mentions that listening is defined as the absorption of the meaning of

words and phrases in the brain, the ability to listen is very important in the acquisition of

a language, it could be said to be indispensable (p.315). Another aspect is mentioned by

Westover (2020), who maintains that listening meaningfully goes beyond simply listening

to the words, but involves understanding the context in which those words are expressed,

understanding what is behind what is said.

However, through teaching practice it became evident that some students had problems

related to listening comprehension skills, especially listening for predicting, for gist, and for

specic information. The importance of this research lies in the fact that educators could

consider the integration of audiovisual resources in the teaching of listening comprehen-

sion in order to improve this ability. In light of the above, the researcher has formulated

the following research question that have guided the research process: How does the

incorporation of music videos and audiobooks as didactic resources contribute to the

improvement of listening comprehension among high school students at a public institu-

tion in Loja? Consequently, the general objective was to improve listening comprehension

through didactic audiovisual resources such as music videos and audiobooks among high

school students at a public institution in Loja.

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This research can serve as a reference for educators, providing them with concrete

strategies to improve the teaching of listening comprehension. Consequently, there are

some previous studies that corroborate this, for example; Collaguazo (2021) in his study

concludes that pedagogical intervention through audiovisual didactic resources improves

students' discriminative listening skills and it is recommended that teachers constantly

integrate these audiovisual didactic resources in their lesson plans due to audiovisual

materials have several components that work together to create an engaging and infor-

mative learning experience. Visual, audio, textual, interactive and technical components

play an essential role in conveying information to learners in a variety of environments.

Additionally, according to Syarifah Intan (2022) audiovisual media offer educational content

through sound (audio) and image (visual) to facilitate better comprehension, she adds that

it is anticipated that the use of these media can engage learners and encourage them to

listen more attentively, and to be able to synchronize the information heard with the help

of visualization of images to achieve better comprehension.

Moreover, Ramirez and Alvarez (2016) express that the exposure and implementation of

all these audiovisual materials into the classroom, could result in a positive response from

learners towards the class development because if the audio track is complicated for lear-

ners, the use of captions in the form of pictures or graphics will help them visualize what

they are hearing, expanding their linguistic ability. In the same manner, supporting learners

with sequences of images may motivate learners to be engaged, and they are not limited

just to listen, but to pay careful attention to the details portrayed on the images. (p.19)

Furthermore, Hardiah (2019) and Conde (2019) state that by employing this medium,

both senses, i.e., the ears and the eyes, are stimulated at the same time. Therefore, it is

expected that the use of this medium will be able to attract students to listen with more

concentration and be able to synchronize the information heard with the help of visuali-

zation of images, so that a better understanding is obtained. Additionally, Morán (2017)

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expressed that it is generally accepted that the best learning experiences take place when

the greatest number of senses are stimulated. So as to, the use of devices or audiovisual

materials will stimulate them to a great extent. For this reason, good teachers have always

used audiovisual resources in order to enhance language skills in students.

Furthermore, there are some solid theoretical bases that guided this study, Yamaguchi

(2020) states that audiovisual itself is authentic, innovative and didactic material, it encou-

rages learners to listen to the language as it is spoken by native speakers. Audiovisual

material consists of the amount of input of listening and watching, signicantly stimulating

the senses. One of the learning methods is extensive listening which requires the amount

of input. The approach involves listening to amounts of audio that are understandable to

students, which motivates them to improve their listening skills.

In addition, Vetricia (2022) points out that it is necessary for learners to have not only

empty information, but someone or something to introduce the information through visual

and auditory aids to facilitate their understanding of the message delivered. It means that

the use of audiovisual resources is essential to improve the comprehension of the content.

Besides, Santander and Rúa (2018) emphasize that with the development of audiovisual

media in the classroom, new learning scenarios have arisen, in which spaces are created

to work actively, capturing the student's attention, through the different resources that

inspire and motivate them to continue developing communication skills, and that, at the

same time, responds to the demands of education today (p. 29).

Both music videos and audiobooks are very useful within the pedagogical framework

and are part of the audiovisual resources, thus, on the one hand, Castellano (2021)

says that music videos tend to be a valid resource in terms of pedagogy due to their

short duration, simple syntax, ordinary subject matter and colloquial language, also, they

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often provide information about the culture and history of the singer's country of origin

(p.34). To complement this argument, one can cite Carlsson (2023) who points out that

music video is constructed through aspects such as: (1) music, (2) lyrics and (3) moving

images (para.13). All these elements make the music video function as a resource that

can enhance students' language skills. Moreover, Fon Hâf (2020) considers that music

videos create a multi-dimensional experience. By combining auditory and visual elements,

they offer audiences a more immersive and sensational experience. When listening to

and watching a song in a foreign language, we often feel the need to focus on the lyrics,

melody and rhythm. This focus can contribute to the development of our listening skills.

On the other hand, Fajry (2016) state that audiobooks offer listeners the opportunity to

focus on the story's theme, conict, setting, and character, as well as to make mental

predictions about the story's outcome, which helps develop critical thinking skills, this active

engagement fosters critical thinking skills by encouraging listeners to analyze, evaluate,

and reect on various aspects of the narrative (p.64). Additionally, he mentions that the

audiobook can benet English language learners by offering them the opportunity to learn

by both reading and listening, as some people learn English by reading and others by

listening. Furthermore, Sekścińska and Olszańska (2018) state that repeated exposure to

vocabulary through audiobooks strengthens the ability to recognize and remember words.

In the same way, Sya’ya (2021) argues that in this technology era, it is more suitable

that teachers take advantage of technologies in teaching listening rather than use the

traditional things which may be monotonous, through the use of electronic listening aids,

it is possible to offer students the opportunity to listen to a wide range of information in

English. To complement this point Lankapalli (2023) states that it is important for educa-

tors to effectively select, utilize, and manage resources to create engaging and effecti-

ve learning experiences due to the fact that proper utilization of resources can enhan-

ce student engagement, promote active learning, facilitate understanding, and cater to

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diverse learning needs and styles. Moreover, as Fisabilhaq (2021) argues, the integration

of these resources can increase students' interest and motivation, thus facilitating the

memorization of new words. Due to audiovisual media are those that allow the simulta-

neous perception of sound and images.

2. MATERIALS AND METHODS

First of all, the modality of this research was based on a mixed methodological approach

since there is no dichotomy between the quantitative and the qualitative aspects of the

investigation and the aim was to provide a potential solution to the challenge identied in

the development of listening comprehension in the educational institution. As expressed

by Azorin (2016) mixed method approach is the combination and integration of qualitative

and quantitative methods in a single study. Besides, it is important to note that a group of

tenth-grade students whose ages range between 12 and 14 years old were chosen as the

sample of this research. This classroom project was carried out in a public institution in Loja,

Ecuador, with a group of students who have an A2.1 level of English language prociency.

Afterwards, the researcher followed the procedure of a practical action research of ve

stages (Susman & Evered, 1978). These stages entailed: (1) diagnosing, the researcher

found a t problem related to the lack of progress in listening comprehension among high

school students; (2) action planning, the next step was to develop an action plan that

addresses the specic needs of the students so that they can acquire meaningful learning.

This plan established alternatives where the integration of audiovisual resources, such

as music videos and audiobooks help to improve students' listening comprehension; (3)

action taking, research tools such as pre-test, post-test, and eld notes were created to

carry out the action plan and collect both quantitative and qualitative data. The pre-test

was applied in the rst week. Then, the researcher developed the listening comprehension

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skills by using audiovisual resources such as music videos and audiobooks. After that, the

post-test was applied during the last week. In addition, the implementation of the action

plan was monitored periodically through eld notes, which were lled out after the clas-

ses by the researcher, the application of the intervention plan was developed in 8 weeks

during the 2023-2024 school year; (4) evaluating, after implementing the intervention

plan, the quantitative and qualitative data collected through the research instruments

were analyzed and interpreted; (5) specifying learning, the researcher reected on the

results obtained and the limitations encountered during the implementation of the plan.

The results indicated what impact the use of audiovisual resources has on the improve-

ment of students' listening comprehension. In addition, conclusions were drawn which

helped to address the research question.

Besides, the data were represented in tables and gures using the EXCEL program and

interpreted using measures of central tendency to accurately reect the results found. It

is important to mention that descriptive statistics were used to process and analyze the

results obtained from the data collection instruments (pre-test, post-test and eld notes).

A descriptive analysis was used to interpret the results of the pre-test and post-test, as

well as a thematic analysis to interpret the information collected through the eld notes.

In order to gather the information necessary for the development of this research work,

the following methods and techniques were used: For the evaluation and verication of

the changes occurred at the beginning and at the end of a study, the testing technique

was used, this technique included the pre-test and post-test which was related to the

listening comprehension sub-skills: listening for predicting, listening for gist and listening

for specic information. In addition, these research instruments were scored according

to the grading scale established by the Ecuadorian Ministry of Education. Additionally,

an informed consent letter was provided in order to communicate to parents about the

planned research and to obtain their free and informed consent to allow their children

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to participate in the research. Likewise, the observation technique was put into practice

in order to know and see how students react to the use of audiovisual resources during

their learning process within the listening comprehension skills. Field notes were used

for this purpose, where notes were taken of observations, including important details and

concrete examples because the more descriptive the notes were, the richer the infor-

mation that could be extracted later.

3. RESULTS

Comparison of the Pre-Test and Post-Test means

Research question: How does the incorporation of music videos and audiobooks as

didactic resources contribute to the improvement of listening comprehension among high

school students at a public institution in Loja?

Table 1

Pre-test results of tenth-grade students’ listening comprehension.

Grading Scale Predicting (2/2) Gist (2/2) Specific information (2/2)

f % f % f %

(0 - 0,5) 13 38% 4 12% 15 44%

(0,6 - 1) 11 32% 5 15% 6 18%

(1,1 - 1,5) 5 15% 16 47% 9 26%

(1,6 - 2) 5 15% 9 26% 4 12%

Total of students 34 100% 34 100% 34 100%

Mean 0.94 2.45 2.36

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Table 1 provides the results obtained from the pre-test which was applied to the tenth-grade

high school students before the intervention plan to measure the target group's listening

comprehension. Overall, it is of great significance that out of 34 students only 6 were able

to achieve the average score (7/10) compared to the National Grading Scale. Therefore,

it was shown that the students did not achieve the necessary listening comprehension

skill, as they obtained an average of 5.72/10 which indicates that on average the students

answered less than half of the questions correctly. This demonstrates a lack of understan-

ding and ability to process auditory information eectively.

Concerning the prediction sub-skill of listening comprehension the participants had a

0.94/2.00 mean score, indicating that the students had diiculties in anticipating informa-

tion according to what they previously heard, it shows a low comprehension of the liste-

ning material. This sub-skill is of great importance because by actively anticipating what

comes next, learners are better prepared to understand and retain the oral information

presented to them so that they can be better prepared to understand and respond to a

wide range of auditory information.

Regarding the listening for gist sub-skill, here the students obtained a mean of 2.45/4.00

which indicates that they had a little diiculty in understanding the main idea of the infor-

mation they were listening to. Even with the help of images highlighting the main topic, the

students were confused and chose the wrong options because their listening comprehen-

sion was low and only picked up certain words that did not allow them to generate a clear

context of the auditory content. It was also noted that students did not take notes during

the listening activity which would have helped them remember key points.

Subsequently, in the listening for specific information sub-skill a mean of 2.36/4.00 was

obtained, the students' identification of specific details was not as eective as expected.

The students were not able to complete the activities that required them to fill in the blanks

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with the words they heard, as it was noted that their attention was very poor and this is

a negative factor that directly aects comprehension, nor were they able to identify the

names of the people mentioned and their respective roles within the auditory content. Even

so, it is clear that this skill requires concentration and focus, so it is necessary to capture

the student's interest in one or another way.

Finally, these results were troubling because listening comprehension is a fundamental skill

for learning and overall English development. Therefore, this made it necessary to imple-

ment an intervention plan that focuses on improving the listening comprehension of these

students through the use of audiovisual resources such as music videos and audiobooks.

Table 2

Post-test results of tenth-grade students’ listening comprehension.

Grading Scale Predicting (2/2) Gist (2/2) Specific information (2/2)

f % f % f %

(0 - 0,5) 1 3% 5 15% 5 15%

(0,6 - 1) 1 3% 13 38% 13 38%

(1,1 - 1,5) 3 9% 4 12% 13 38%

(1,6 - 2) 29 85% 12 35% 3 9%

Total of students 34 100% 34 100% 34 100%

Mean 1.9 3.24 3.02

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As can be seen in Table 2, the results obtained from the post-test that was applied to the

tenth-grade students of high school after the intervention plan in order to measure the

listening comprehension level of the target group. Overall, the most relevant result of the

data is that out of 34 students the majority was able to reach the average score (7/10).

This indicates that most of the students significantly improved their ability to comprehend

and process auditory information. It should be noted that the mean obtained was 8.15/10

which shows that on average, the participants obtained high or outstanding scores proving

that their listening comprehension skills improved significantly in relation to the pre-test.

Regarding the predicting sub-kill of listening comprehension, students achieved a mean

of 1.90/2.00, the interpretation of the following events in terms of what they had previously

heard had a significant increase, as expected. It could be evidenced that students were

able to anticipate and predict the information that would come next in the auditory content

due to the visual and auditory aids that these resources contained.

Within the listening for gist sub-skill a mean of 3.24/4.00 was obtained, this shows that

students were able to grasp the main idea and have a general understanding of what was

presented in both the music video and audiobook. This was facilitated because they had

to acquire a general understanding of the topic and not focus on specific details, making

it easier to process what they had previously heard.

In the last indicator which was specific information sub-skill of listening comprehension, a

mean of 3.02/4.00 was obtained. This provides significantly better results compared to the

pre-test due to an increase in the identification of specific details such as words or phrases,

or the names of characters mentioned in the auditory content. On the other hand, there

was a small problem in identifying the correct order of the verses and events, it means that

participants had a little diiculty in following the thread of the information and organizing

it in their mind in a sequential manner.

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To sum up, these results indicate that the intervention plan implemented was eective in

improving the students' listening comprehension level. We can say that these results are

encouraging and demonstrate the importance of implementing audiovisual resources to

improve students' listening comprehension.

Table 3

Pre-test and post-test mean of the performance of the tenth-grade students’ l

istening comprehension.

To summarize all the data previously analyzed and interpreted, Table 3 shows the mean

scores obtained for the students' listening comprehension performance in the pre-test and

post-test. Within these results, it is important to highlight that the mean of the "predic-

tion sub-skill" in the pre-test was 0.94/2.00, that is, only 47%, while in the post-test it was

1.90/2.00, which means 95%. The range for this category is 0.96, which indicates that

between the pre-test and the post-test there was a growth of 48% thanks to the use of

audiovisual resources, which also indicates that the students showed a great improvement

in the anticipation and prediction of events after the intervention plan. This sub-skill is of

great importance because by actively anticipating what comes next, learners are better

prepared to understand and retain the oral information presented to them so that they can

be better prepared to understand and respond to a wide range of auditory information.

Predicting (2/2) Gist (4/4)

Specific

Information (4/4)

Total, Mean

(10/10)

Pre-test 0,94 (47%) 2,45 (61%) 2,36 (59%) 5,72 (57%)

Post-test 1,9 (95%) 3,24 (81%) 3,02 (76%) 8,15 (82%)

Range 0,96 (48%) 0,79 (20%) 0,66 (17%) 2,43 (24%)

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Similarly, it is noteworthy that the mean of the "gist sub-skill" in the pre-test was 2.45/4.00,

it means that students achieved 61% which increased to 3.24/4.00 which means 81% in the

post-test, furthermore, the interval between the pre-test and post-test is 0.79 which proves

an increase of 20% after the intervention. This implies that the recognition of the general

idea or message through the visual and auditory contents presented in the audiovisual

resources has improved the students' listening comprehension in the post-test. This also

shows that students were able to grasp the main idea and have a general understanding of

what was presented in both the music video and audiobook. This was facilitated because

they had to acquire a general understanding of the topic and not focus on specific details,

making it easier to process what they had previously heard.

It is also interesting to note that the mean score of listening for specific information

sub-skill in the pre-test was 2.36/4.00 which increased to 3.02/4.00 in the post-test. Addi-

tionally, the range here is 0.66 which indicates that they increased by 17% in recogni-

zing specific details within the auditory content after the use of audiovisual resources.

This provides significantly better results compared to the pre-test due to an increase in

the identification of specific details such as words or phrases, or the names of charac-

ters mentioned in the auditory content.

Recapitulating, the total mean increased from 5.72/10 (57%) in the pre-test to 8.15/10

(82%) in the post-test. It is worth noting that between the pre-test and post-test a range

of 2.43 was obtained showing that there was an increase of 24%. It is important to point

out that these results revealed that the application of audiovisual resources such as music

videos and audiobooks together with good strategies was eective in increasing the level

of listening comprehension in tenth-grade students of high school. In addition, the great

improvement in this skill was evidenced when comparing the pre-test and post-test.

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4. DISCUSSION

The research question of this study sought to address: How does the incorporation of music

videos and audiobooks as didactic resources contribute to the improvement of listening

comprehension among high school students at a public institution in Loja? According to the

results, it is clear that the use of audiovisual resources such as music videos and audiobooks

had a positive impact on the students' listening comprehension progress. According to field

notes some students argued that by incorporating audiovisual resources into the classes,

they were able to understand the auditory content more easily, make accurate predictions

based on what they had previously heard, were able to identify the main ideas, and iden-

tify specific details mentioned in the auditory content. Moreover, these resources not only

facilitated students' understanding and concentration, but also cultivated motivation and

participation in the classroom, which resulted in a marked improvement in their listening

comprehension proficiency as they experienced this application as interesting and learned

away from monotonous, boring, and tiring activities.

These findings supported the ideas of Collaguazo (2021), who states that audiovisual

resources have various elements that contribute to the creation of an interesting and

educational learning experience. Visual, auditory, interactive textual and technical aspects

are fundamental to communicate information to students in dierent contexts, all of which

help students develop a more complete listening comprehension. These results also agree

with Yamaguchi (2020) who emphasizes that audiovisual material is authentic, innovative,

didactic, and encourages learners to listen to the language spoken by native speakers.

The audiovisual material consists of the amount of input from listening and viewing,

significantly stimulating the senses.

Besides, at the beginning of the research, it was evident that tenth-grade students had a

low level of listening comprehension with an average score of (5.72/10), while the average

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increased to (8.15/10) indicating a dierence of 2.43, this means that the use of audiovisual

resources such as music videos and audiobooks helped significantly to develop their level

of listening comprehension in the sub-skills: Listening for predicting, listening for gist and

listening for specific information. The field notes corroborate that most students agreed

that both audiovisual resources; the music videos thanks to its rhythm, the lyrics and the

moving images and on the other hand the audiobooks that have interesting plots, several

characters and messages helped to develop listening comprehension skill. So, the eec-

tiveness of these resources can be based on the fact that they provide a complete and

engaging learning experience that enhances learners' comprehension since it not only

helped auditory learners, but also accommodated visual learners. This is corroborated

by Vetricia (2022) who points out that it is necessary for learners to have not only empty

information, but someone or something to introduce the information through visual and

auditory aids to facilitate their understanding of the message delivered.

Considering the field notes it became evident that students considered that the incorpora-

tion of music videos to the classes has increased their motivation to actively participate in

class. This is reinforced by the words of Castellano (2021), who expresses that this resource

is valid from a pedagogical point of view due to its short duration, simple syntax, ordinary

subject matter and colloquial language. They also tend to provide information about the

culture and history of the singer's country of origin, which engages the student even more.

On the other hand, some students prefer audiobooks because they are novel and add a

new perspective to the classroom, this is reairmed by Fajry (2016) who expresses those

audiobooks were considered a novel tool in the English classroom, as they allow listeners

to concentrate on the topic, the conflict, the setting and characters of the story, the sound

eects and the music, which increases students' engagement with the subject matter.

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5. CONCLUSIONS

The implementation of audiovisual resources has proven to be eective in strengthening

students' listening comprehension skills. Through the use of music videos and audiobooks,

students were able to better understand the oral content, thus, the use of these two resour-

ces allowed students to improve in the sub-skills of listening for predicting, listening for

gist and listening for specific information.

Audiovisual resources, by oering a wealth of visual and auditory content, exposing

students to diverse accents and vocabulary, interesting scenarios, characters and messa-

ges, undoubtedly help to create dynamic and meaningful learning, encouraging active

participation in the classroom. Consequently, the integration of these resources allows

teachers to generate a more motivating, stimulating and enjoyable learning environment

where listening comprehension can be eectively improved.

The integration of audiovisual resources, including music videos and audiobooks, has proven

to be a captivating and innovative approach in the English language learning settings. These

resources have successfully engaged students, enhancing their interest and concentration

levels during lessons, consequently leading to significant improvements in their listening

skills. Through this method, students have demonstrated the ability to make predictions,

grasp the overall content, and extract specific details with greater ease and eectiveness.

7. CONTRIBUTION OF AUTHORS

SACC: Abstract, introduction, methodology, results

MRAR: Discussion and conclusions.

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