A computer-based foreign language lesson was developed to study the effects of text, context, and gender on listening comprehension and motivation. A total of 109 fifth grade students responded to spoken commands, with text and a story absent or present. Presenting spoken language with text appeared to assist the development of listening skills. When text was present, students made fewer errors on the subsequent comprehension test and gave higher relevance and confidence motivation ratings than when text was absent. Girls demonstrated higher achievement than did boys and rated the lesson higher, indicating that girls tend to like different kinds of software than do boys. An interaction between context and gender regarding achievement was significant: Girls, but not boys, made fewer errors after a story-embedded lesson.
All Science Journal Classification (ASJC) codes