Individualizing EFL Literacy To Improve Intelligibility Through Task Series Using News Videotexts: a Case Study of Three Efl Learners

Abstract

Intelligibility has been a problem for EFL learners and teachers. Intelligibility can improve through literacy learning which now includes not only formal written texts, but also audio, visual, or combination of audio and visual images. With the development of ICT and easy access to the internet, literacy learning should make use of the conveniences offered by the internet with its digital learning materials. This paper presents a case study of three EFL learners who were given tasks to read and listen to news videotext to improve their pronunciation. The data for this study were collected from their readings of the text; before and after listening to the video. The learners‟ intelligibility of the recordings were judged and scored by three native speaker teachers. Another set of data were obtained from interviews with the learners to obtain their perceptions of using news video text. The analysis of the raters‟ judgments shows that the learners made some improvement from their first to second recording. The interview analysis reveals that video text can be used as a consciousness raising activity and a more preferable model for pronunciation over conventional classroom activities.