| dc.description.abstract | Hypermedia-based listening plays a crucial role in the success of students learning English as a second language.
The study aimed to assess the effectiveness of hypermedia-based instruction on listening skills in English as a second
language. Strategies involving display boards and video-based methods were employed for vocabulary
development. This research involved students enrolled in the Higher National Diploma in English at the Advanced
Technological Institute of the Sri Lanka Institute of Advanced Technological Education (SLIATE). An experimental
group comprised ninety students from class - A, while an equal number of students from class - B served as the
control group. Both groups underwent a pre-test to evaluate their vocabulary development prior to the intervention,
revealing negligible mean differences between them. Subsequently, the experimental group participated in
hypermedia-based listening for six months, totalling sixty hours of learning, whereas the control group received
instruction without hypermedia-based methods. After six months, a post-test was administered to both groups. In
the post-test results, the mean for group - B (-0.090) showed a slight development compared to the pre-test, while
group - A exhibited a significant development in their mean (-2.761). Consequently, a positive correlation was
established between hypermedia-based listening and the vocabulary development. | en_US |
