Intelligent Design of Interactive Multimedia Listening Software Vehbi Turel Bingol University, Turkey A volume in the Advances in Educational Technologies and Instructional Design (AETID) Book Series Managing Director: Managing Editor: Director of Intellectual Property & Contracts: Acquisitions Editor: Production Editor: Development Editor: Cover Design: Lindsay Johnston Austin DeMarco Jan Travers Kayla Wolfe Christina Henning Caitlyn Martin Jason Mull Published in the United States of America by Information Science Reference (an imprint of IGI Global) 701 E Chocolate Avenue Hershey PA, USA 17033 Tel: 717-533-8845 Fax: 717-533-8661 E-mail: cust@igi-global.com Web site: http://www.igi-global.com Copyright © 2015 by IGI Global All rights reserved No part of this publication may be reproduced, stored or distributed in any form or by any means, electronic or mechanical, including photocopying, without written permission from the publisher Product or company names used in this set are for identification purposes only Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark Library of Congress Cataloging-in-Publication Data Intelligent design of interactive multimedia listening software / Vehbi Turel, editor pages cm Includes bibliographical references and index ISBN 978-1-4666-8499-7 (hardcover) ISBN 978-1-4666-8500-0 (ebook) Educational technology Interactive multimedia I Turel, Vehbi, 1965- editor LB1028.3.I56547 2015 371.33 dc23 2015010290 This book is published in the IGI Global book series Advances in Educational Technologies and Instructional Design (AETID) (ISSN: 2326-8905; eISSN: 2326-8913) British Cataloguing in Publication Data A Cataloguing in Publication record for this book is available from the British Library All work contributed to this book is new, previously-unpublished material The views expressed in this book are those of the authors, but not necessarily of the publisher For electronic access to this publication, please contact: eresources@igi-global.com. 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Mon-Fri 8:00 am - 5:00 pm (est) or fax 24 hours a day 717-533-8661 Editorial Advisory Board Christina Akrivopoulou, The Democritus University of Thrace, Greece Selami Aydın, The University of Balıkesir, Turkey Hasan Boynukara, Namık Kemal University, Turkey Erdoğan Kartal, The University of Uludağ, Turkey Peter McKenna, Manchester Metropolitan University, UK John Morley, The University of Manchester, UK Süleyman Sadi Seferoğlu, Hacettepe University, Turkey Atif Waraich, Manchester Metropolitan University, UK Buğra Zengin, Namık Kemal University, Turkey List of Reviewers Sedat Akayoğlu, The University of Abant Izzet Baysal, Turkey Rajaa Aquil, Georgia Institute of Technology, USA Arda Arıkan, Akdeniz Üniversitesi, Turkey Feryal Cubukcu, Dokuz Eylül University, Turkey Levent Durdu, The University of Kocaeli, Turkey Linda C Jones, The University of Alaska, USA Işıl Günseli Kaỗar, Middle East Technical University, Turkey Tingting Kang, Northern Arizona University, USA Eylem Kilic, The University of Yuzuncu Yil, Turkey Aubrey Neil Leveridge, The University of British Columbia, Canada Mohammed Ali Mohsen, Najran University, Saudi Arabia M Dolores Ramírez-Verdugo, Universidad Autónoma de Madrid, Spain Olcay Sert, Hacettepe University, Turkey Jing Xu, Iowa State University, USA Ramazan Zengin, The University of Istanbul, Turkey Table of Contents Preface xv Introduction xx Section Annotations, Optimum Combinations, Captions Chapter Effects of Annotations on Inferring Meaning within a Listening Comprehension Environment Linda C Jones, University of Arkansas, USA Chapter Annotating Abstract Vocabulary Using Multimedia 27 Jing Xu, Iowa State University, USA Chapter Intelligent Design of Captions in Interactive Multimedia Listening Environments 47 Vehbi Turel, The University of Bingol, Turkey Chapter The Removal of Target Language Captioning Supports 75 Aubrey Neil Leveridge, University of British Columbia, Canada Section Tasks, Activities, and Other Design Issues Chapter Design of the While Listening Activities in Interactive Multimedia Listening Software 103 Vehbi Turel, The University of Bingol, Turkey Atif Waraich, Manchester Metropolitan University, UK Chapter Design of Multimedia Listening Software: Instructions, Tasks, Texts, and Self-Assessment Tests 142 Vehbi Turel, The University of Bingol, Turkey Peter McKenna, Manchester Metropolitan University, UK Chapter Design of Multimedia Listening Software: Unfamiliar Items, Glossary, Aural Texts, and Speech Rate 170 Vehbi Turel, The University of Bingol, Turkey Peter McKenna, Manchester Metropolitan University, UK Chapter Intelligent Design of the Post-Listening Tasks in Interactive Multimedia Listening Environments 198 Vehbi Turel, The University of Bingol, Turkey Chapter Interactive Multimedia and Listening 225 Yen (Ingrid) Vo, Nhon Hai Middle School, Vietnam Section Tools, Applications, and Resources Chapter 10 The Effectiveness of Multiple Media Tools in L2 Listening: A Meta-Analysis 246 Tingting Kang, Northern Arizona University, USA Chapter 11 English Major Students’ Attitudes towards Movies and Series as Language Learning Resources 276 Buğra Zengin, Namık Kemal University, Turkey Duygu Doan, Namk Kemal University, Turkey Feryal ầubukỗu, Dokuz Eylỹl University, Turkey Chapter 12 Using 3-D Virtual Learning Environments to Improve Listening Skill 296 Ramazan Zengin, Istanbul University, Turkey Chapter 13 Google Search Applications in Foreign Language Classes at Tertiary Level: A Case Study in the Turkish Context 313 Bura Zengin, Namk Kemal University, Turkey Il Gỹnseli Kaỗar, Middle East Technical University, Turkey Chapter 14 Turkish EFL Pre-Service Teachers’ Attitudes towards Multi-Media Enhanced Wiki-Mediated Blended Learning Environments: A Case Study 357 Il Gỹnseli Kaỗar, Middle East Technical University, Turkey Compilation of References 405 About the Contributors 442 Index 445 Detailed Table of Contents Preface xv Introduction xx Section Annotations, Optimum Combinations, Captions Chapter Effects of Annotations on Inferring Meaning within a Listening Comprehension Environment Linda C Jones, University of Arkansas, USA In this chapter, the author analyzes students’ abilities to understand aural texts while accessing annotated information in a multimedia-based environment In particular, the study examines inferencing in the aural environment and students’ abilities to infer meaning from an aural text when processing it in one of four treatments: the aural passage 1) with no annotations; 2) with pictorial annotations only; 3) with written annotations only or; 4) with written and pictorial annotations Overall, students who accessed pictorial and/or written annotations most often inferred meaning significantly better compared to those who did not access such annotations And too, while the relationship of recall and inferencing was highly correlated based on annotation type, the relationship between vocabulary knowledge and inferencing based on annotation type was not strong Chapter Annotating Abstract Vocabulary Using Multimedia 27 Jing Xu, Iowa State University, USA This chapter reports a research study that investigated the effectiveness of multimedia vocabulary annotations (MVAs) in facilitating acquisition of second language (L2) abstract vocabulary Twenty-one collegiate L2 students read a hypermedia passage that contained marginal MVAs for eighteen unknown abstract words Their knowledge of these words was assessed immediately after the reading activity and twelve days afterwards The quantitative data from vocabulary assessments indicated that these students neither acquired more vocabulary knowledge nor retained this knowledge better by using MVAs than using traditional text-only annotations The qualitative data collected from two questionnaires suggested that the participants had applied various strategies for assessing MVAs and they had encountered certain difficulties in understanding the visuals The results are interpreted 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of a social-constructivist e-learning environment British Journal of Educational Technology, 40(1), 164–168 doi:10.1111/j.1467-8535.2008.00879.x Zorko, V (2009) Factors affecting the way students collaborate in a wiki for English language learning Australasian Journal of Educational Technology, 25(5), 645–665 441 442 About the Contributors Vehbi Turel has a First Class Degree in Teaching of English as a Foreign Language, M.Ed in Educational Technology and TESOL, and a Ph.D on Design of Interactive Multimedia Language (Listening) Software He is a professional software developer and is mainly interested in teaching, research, and creating CALL materials in English, Kurdish, and Turkish He has twenty-seven years teaching experience and has been working as a co-editor, editor-in-chief, editorial board member, author and reviewer for several refereed international journals and book publishers He teaches and publishes internationally *** Feryal Cubukcu works at the Faculty of Education, Dokuz Eylul University as an associate professor Her main interests are applied linguistics, psycholinguistics, cultural studies, and literary theories Duygu Doğan works as an English Instructor at Namık Kemal University and teaches English for specific purposes at BA level Her research interests include language acquisition, learning strategies, communication theories and health communication Linda Jones is an Associate Professor of Instructional Technology in the J.W Fulbright College of Arts and Sciences at the University of Arkansas She teaches courses on Language Teaching and Technology (Web 2.0 Technologies/Video Production) as well as courses on New France and French Mississippi Archives Her research interests include listening comprehension in a multimedia environment, spirituality in Higher Education, as well as New France and French Arkansas History Il Gỹnseli Kaỗar is an instructor and the vice-chair at the Department of Foreign Language Education, Middle East Technical University, in Ankara, Turkey She is interested in pre-service teacher education, the integration of information technologies into EFL classrooms, teaching research skills in applied linguistics, and teaching writing, and ELF-aware teacher education Tingting Kang is currently a Ph.D candidate in the Applied Linguistics Program at Northern Arizona University In 2011, she was hired as a Teaching Assistant in the Intensive English Program at Northern Arizona University She has taught various English language courses and worked on the assessment team Her research interests include computer-assisted language learning, second language listening and speaking skills, language learning strategy, and language assessment About the Contributors Aubrey Neil Leveridge is currently a lecturer at UBC Vantage College He received a PhD from the Graduate Institute of Network Learning Technology at National Central University, Taiwan and holds a Master of Education from the University of Southern Queensland, Australia His research interests include multimedia applications in EFL/ESL classroom instruction His recent research focuses on captioning support for second language listening comprehension as well as the creation of the Caption Reliance Test, designed to assess learner reliance on captioning Current research focuses on Systemic Functional Linguistic approaches for the instruction of English for Academic Purposes (EAP) Peter McKenna is a principal lecturer in Learning and Teaching at Manchester Metropolitan University, England He is Course Leader for MMU’s BSc (Hons) in Multimedia & Web Computing His publications include papers on e-Learning pedagogy and development, and gender and programming Yen (Ingrid) Vo was appointed a teacher of English at a middle school in Vietnam for more than ten years Vo’s experience includes teaching young English language learners, coordinating instructional and professional activities with co-teachers, supporting and motivating colleagues to improve professional knowledge as well as planning and organizing school year educational programs for English teachers group Ingrid is a member of Tesol International Association, East-West Center Association, and the national foreign language project of the Ministry of Education and Training in the period of 2008-2020 Vo’s research interest is technology-assisted English language teaching, especially finding effective ways of applying Internet technology to improve students’ listening skills Vo graduated with a B.A in English Pedagogy (June, 2000), from Qui Nhon University, Vietnam, and M.A in Teaching English to Speakers of Other Languages (August, 2013), from Hawai‘i Pacific University, Honolulu, HI, USA Vo’s publications include “Book Review: English for Primary Teachers” (December 2012) and “Developing Extensive Listening for EFL Learners Using Internet Resources” (December 2013), The TESOL Working Paper Series, Department of Languages & Applied Linguistics, Hawai‘i Pacific University, Honolulu, HI, USA Atif Waraich is Head of Division of Digital Media and Entertainment Technology in the School of Computing, Mathematics and Digital Technology at Manchester Metropolitan University He is also Director of the Manchester Usability Lab He has over twenty years teaching experience in higher education, his teaching interests include human computer interaction and computer games design His research interests include: technology enhanced learning, the use of narrative in interactive learning environments and the application of usability engineering to the development of computer games Jing Xu is a Ph.D candidate in the Applied Linguistics and Technology program at Iowa State University and a student of Dr Carol A Chapelle His research focuses on development and validation of second language assessment, computer-assisted language learning, and testing validity theory He has published in refereed journals such as Language Testing and Computer Assisted Language Instruction Consortium (CALICO) and co-edited a volume on computer-adaptive language testing The paper he co-authored titled ‘Towards a computer-delivered test of productive grammatical ability’ won the 2012 Best Article Award from the International Language Testing Association (ILTA) 443 About the Contributors Buğra Zengin works in the Department of English Language and Literature at Namık Kemal University and teaches English language skills at BA level and Applied Linguistics at MA level His research interests include facilitation of learning grammar and vocabulary, memory strategies, and educational technology Ramazan Zengin is an Assistant Professor at Istanbul University, Faculty of Education, Foreign Languages Education Department He has been a member of the faculty and the academic staff since 2000 He received his B.A and M.A degrees at Istanbul University Prior to joining the faculty he worked in various schools, courses and institutions At the university he has been teaching courses like Language Teaching Methods, Materials Design, Seminar and Instructional Technologies at BA, MA and PhD levels Between 1999 and 2005, he completed his PhD program on Instructional Technologies His research interests in computer science are in the areas of Mobile Learning, Augmented Reality, Course Management Systems, and Designing Digital Learning Content He has been referring articles in various academic journals and he has been supervising MA and PhD theses at Istanbul University 444 445 Index A B active listening process 225 activity types 105-107, 115-118, 122, 131-132, 134, 151, 162, 198 adaptive 49, 74, 140, 143, 171 advanced 6, 35, 61, 80, 89, 91-93, 108, 133-134, 150, 153, 157, 159, 176-177, 185, 256, 280, 317, 322, 328, 364 advanced learners 89, 280, 317 affective-filter hypothesis 66 animations 46, 48, 79-80, 142, 170, 172, 181, 183184, 197-198, 218, 277, 298, 303, 358 annotations 1-11, 13-19, 21, 26-29, 31-35, 37, 40, 46, 103, 111, 174, 181 answers 26, 59, 84-85, 87, 89, 107-108, 150, 152153, 162, 171, 202, 212-213, 215-216, 235, 259-260 assessment 35, 108, 160-161, 217, 246, 248, 257, 259-260, 277, 279, 342, 355, 380, 384-388, 390 attention theory 66, 148, 172, 182, 186 audio-only listening materials 225 audio-visuals 68, 184-187 auditory 50-51, 66, 74, 76-78, 81-82, 84, 88-91, 93, 101, 110, 155, 174, 182, 184, 215-216, 277278, 297 Augmented Realities 306 aural texts 1, 170-171, 174, 183-186, 188-190, 197 authentic content 225, 235-236, 320 authenticity 105-106, 189, 235, 278, 314, 317, 320, 328, 339, 347, 355 autonomous learning 199-200, 361, 363 autonomous materials 147, 160, 182, 199-200, 211213 autonomous study 59, 199 awareness 147-148, 153, 212, 217, 278, 286-287, 313-314, 317, 319, 327, 330-333, 339-341, 344-347, 382, 386 backseat TV systems 276, 283-287 beginners 134, 146, 161 blended learning 314, 316, 320, 340, 342-343, 345, 357, 364 blended learning environment 343, 364 C cache function 332 captioning support 75-95 case study 313, 328, 331, 357, 359, 364 classes 30-31, 58, 75, 79, 82, 85, 113, 228, 236, 298, 302, 305-308, 311, 313, 316, 320, 326, 332, 345-349, 358 clickable 104, 107, 115-119, 121-123, 128-133, 151 clickable activity 115-119, 121-123, 128-133, 151 cognitive load 17, 29-30, 40, 46, 66, 76, 79, 88, 9192, 94, 104, 110, 155, 175, 182, 216, 327, 343 cognitive load theory 29-30, 46, 66, 76, 110, 155, 175, 182, 216 cognitive overload 3, 18, 30, 66, 182 cognitive strategies 206 cognitive workload 88, 91 collaborative learning 235, 305, 342, 358, 361, 384, 386-388, 399 collaborative writing 358, 360, 363-364, 366, 380381, 384-386, 388-390, 399 collocations 316-319, 322-323, 332, 339, 341-342, 345, 355 comprehensible input 29-30, 50, 76, 225, 236, 313314 comprehensible output 66-67, 107-108, 110, 151152, 155, 213 comprehension input theory 66 conditioning theory 52, 66, 174, 182, 186 connectionist theory 66 controlled design 67 Index conventional materials 47, 145, 169, 197, 199, 209, 224 customised 49, 67, 74, 142, 218 D depth processing theory 52, 66 digital elements 74, 140, 142-143, 169-171, 197198, 200, 211, 216, 218, 224, 227-228 digital natives 296, 302, 304, 311 double quote operator 322, 329, 332, 335-336, 344345 drag & drop 104, 107, 116-123, 128-133 dual-coding theory 29-30, 39, 46, 53, 66, 110, 155, 185-186, 216 E effectiveness of multiple media tools 246 EFL classes 316, 326, 349 English major students 276 epistemology 105, 184 F first language 20, 26, 28, 48, 146, 211, 246 full control 54, 159, 188-189, 199 functional interactivity 143, 216-217 functions 159, 176, 188-189, 202, 208-209, 247, 259, 286, 327-328, 361, 363 G game 251, 255, 297, 300, 306, 339 generative theory 4, 18, 29, 53, 66, 110, 155, 175, 185-186, 216 generative theory of multimedia 4, 18, 29, 53, 110, 155, 175, 185-186, 216 global help 111 glossary 111, 142, 170-171, 177-178, 180-183, 189190, 197-198, 218, 360 Google 248, 313-316, 318-320, 322-323, 325-349, 387 Googlefight 330, 332, 339 Google search tasks 313, 326-328, 333, 341-345 Google search tips 320 H high intermediate 82, 87-91, 93, 280 446 I incidental vocabulary acquisition 27-29, 39-40 inferring 1, 3, 5, 16, 18, 21, 106, 315 input hypothesis 29, 66 input processing theory 110, 155 instructions 103, 106, 110, 142-149, 154, 158, 163, 168, 170, 178, 186, 198, 202, 209-211 interactionalist SLA theory 77 interactive multimedia resources 225-226, 229, 236 intermediate learners 87-91, 93, 203, 208, 280 Internet-based resources 235-236, 296-297 Internet sources 225-226, 236 Intext 334 Inurl 339 K kinaesthetic 110, 155, 182, 215-216 L L1 listening L2 listening 3, 20, 75-76, 78-79, 82, 89, 93-94, 246250, 255-257, 259-261 language classes 82, 306-307, 313 language learning materials 184, 286 language learning resources 276, 281, 286 language software 150, 169, 201 learner control 67, 171 learner perceptions 75, 77-78, 80, 82, 84, 101 learner proficiency 75, 77-79, 81-82, 86, 93 learners’ needs 108, 145, 153 learning channels 66, 110, 155, 182, 184, 213 learning styles 39-40, 109, 182, 184-185, 216, 235, 277-279, 358, 370, 384 learning support 101 learning support removal 101 lexis 51, 106, 109, 142, 148, 154, 161, 170-178, 180-181, 187, 197, 204, 210, 217, 224, 247, 279, 327, 343 listening comprehension environment 1, 19-20 listening materials 27, 40, 203, 208, 211, 213, 225, 227, 247 listening practice 104, 225-226, 234, 236, 247, 301 listening software 52, 103, 105, 133, 140, 142, 144-149, 151-152, 155-159, 169-180, 182-186, 189-190, 197 low intermediate 82, 86-91, 93, 328, 331 Index M material writers 144, 147, 199-200, 207, 211, 213, 216, 218 media types 111, 132, 183-185, 187, 197, 216 meta-analysis 5, 246, 248-249, 252-254, 257, 261, 268 metacognitive strategies 110, 206, 209, 212, 259, 343 Moodle 299-300 Moodle system 299 movies 276-287, 290, 301, 364 multimedia environments 47, 199, 209-210, 217218, 224, 234-235 multimedia materials 146, 225, 234 N native speakers 30, 104, 133, 184, 188, 206, 210, 235, 281, 301, 307, 317 navigation 171, 381 navigational interactivity 143, 216 noticing 66-67, 77, 182, 186, 341, 347 noticing hypothesis 66, 182, 186 numeric range 332 O objectives 59, 75, 105-107, 109, 115, 132, 147, 150, 154, 158, 160-162, 202-203, 210-213, 298, 316, 342, 355 obstacles to listening 225 optimum combinations 74, 111, 134, 143, 152, 171, 175-176, 178, 181-183, 190, 198, 210, 214, 216 optional captions 49, 54, 67 output 48, 66-67, 107-108, 110, 151-152, 155, 213, 236, 313-314, 319, 329, 331, 342 P pedagogical aspects 104 pedagogy 105, 184, 298, 300, 384 peer feedback 343, 360, 365, 384, 386-387, 399 person perception theory 110, 155, 162 Podcasts 252, 261, 297, 299 post-listening tasks 52, 149, 176, 198, 200-203, 208210, 212, 217-218, 224 pre-intermediate 182, 345 pre-listening stage 141, 143, 150-153, 155-156, 171, 175-177, 179-180, 201 pre-service teachers 282, 319, 339-340, 357, 359, 364, 366-367, 380-381, 388 program control 67 R reading skills 50, 92, 301 Recall 1-2, 4-6, 8-9, 11, 17-20, 26, 35, 39, 49, 67, 157, 248, 256, 259-260, 279-280, 300, 318 redundancy hypothesis 67 reliance 48, 65, 67, 75-88, 90-95, 101 reliance on captioning 48, 80-86, 88-91, 94-95 S scaffolding 76, 78, 80-81, 92, 101, 225, 235, 314315, 328, 332, 340-345, 349, 355, 360, 362363, 366, 379-380, 382, 385-386, 390, 399 scores 19, 31, 36-37, 85-86, 162, 181, 188, 256 second language instruction 75 segment 6, 51, 105, 259 segmentation 49, 186, 279 self-assessment 108, 143, 153, 160-163, 169, 171 self-assessment tests 142-143, 160-163, 169, 171 self-controlled subtitles 49 self-study 134, 199, 225, 235 series 28, 150, 183, 276-277, 280-287, 319, 356 site 300, 318, 330, 332, 338, 342, 359, 365 social learning theory 52, 66, 104, 162, 174, 182 speaking 63, 74, 108, 110, 134, 140, 155, 182, 185, 224, 226, 235, 246, 252, 259, 277-278, 301303, 306-307, 326, 348 speech rate 51, 143, 170-171, 187-190, 197, 256, 259 student motivation 225, 235, 342, 358, 384-385 subtitles 48-49, 60-63, 79, 142, 178-179, 187, 189, 198, 218, 246, 249, 256, 259, 261, 277, 279286, 290, 301 supplementary visuals 142, 170, 183 syntax 106, 109, 142, 148, 154, 156, 161, 170-173, 175-178, 180, 187, 197, 203, 208, 210, 217, 224, 247 T tactile 110, 155, 182, 215-216, 277 target language captioning 75 target learners 113, 159, 197, 211 the number of the while-listening activities 104-105, 108, 111, 114, 124-125, 133 the priority of the while-listening activities 115 types of listening 210, 225-226, 229-230, 259 typing a letter 104, 107, 115-118, 120-123, 128, 130-132, 134, 151, 215 447 Index typing a word 104, 107-108, 115, 120-122, 128-131, 133, 151, 169, 213, 215 U unfamiliar items 49, 142, 152, 170-172, 174-178, 180-182, 189-190, 197 unfamiliar lexis 172-176, 178 unfamiliar syntax 173, 176, 178 upper-intermediate 57, 185, 198, 200, 366 V Vidcasts 297, 299 virtual worlds 297-298, 300-302, 304-308 visual channels 49, 57, 104, 111 visual learners 40, 278 448 visual support 225, 235-236 vocabulary acquisition 2, 4, 27-29, 34, 36, 39-40, 48, 80, 181, 183, 190, 225, 235, 254, 277-280 vocabulary identification 2, 4-6, 9, 15-17, 19, 26 vocabulary production 2, 5-6, 9, 13-14, 17-20, 26 W web 32, 297, 299-300, 311, 319, 342, 345, 349, 356, 359, 364, 367, 399 web tools 297 Wiki-mediated 357, 359, 363-364, 384, 389-390 Wikis 342, 345, 357, 359-366, 368-372, 379-381, 384-390 word concreteness 28, 31-32, 40, 46 working memory 3, 29, 76, 110, 155, 175, 182, 216 writing skills 152, 318, 348, 360, 362, 365, 384 ... software developers to design and develop the elements of multimedia listening software efficiently xvii Preface In chapter eight, Intelligent Design of Post -listening Tasks in Interactive Multimedia. .. to date This book, Intelligent Design of Interactive Multimedia Listening Software, offers a unique way for designing and developing efficient and cost effective multimedia listening applications... tests’ in interactive multimedia listening software (MLS) for SLL/FLL The design of each digital element of interactive MLS is vitally important in the design and development process of cost effective