This study compared participant comprehension of content in foreign language videos using 2 different advance organizer (AO) strategies. The students were 50 college students enrolled in 3 sections of an intermediate-level Spanish course at the United States Air Force Academy.
In the collaborative group reading condition (AOg), students read a target language narrative video script aloud in small groups. Students then watched the video corresponding to the script they had read and took a 10-question English only multiple choice test. In the quiet individual reading condition (AOq), students read the same narrative video script quietly before watching the same video and taking the same test. In the control group condition, students did not have access to the narrative video script AO before watching the same video and taking the same test. Over the 3 day study, all students participated in each of the 3 conditions.
Results indicated that student scores were slightly better in the AOg condition than in the AOq condition. Student scores were significantly higher in the AOg and AOq conditions, when compared to control group scores. The researcher concluded that the narrative video script AO strategies utilized in this study increased target language video comprehension in participants, particularly when used in a collaborative group reading environment.
","abstract_html":"<p>This study compared participant comprehension of content in foreign language videos using 2 different advance organizer (AO) strategies. The students were 50 college students enrolled in 3 sections of an intermediate-level Spanish course at the United States Air Force Academy.</p> <p>In the collaborative group reading condition (AOg), students read a target language narrative video script aloud in small groups. Students then watched the video corresponding to the script they had read and took a 10-question English only multiple choice test. In the quiet individual reading condition (AOq), students read the same narrative video script quietly before watching the same video and taking the same test. In the control group condition, students did not have access to the narrative video script AO before watching the same video and taking the same test. Over the 3 day study, all students participated in each of the 3 conditions.</p> <p>Results indicated that student scores were slightly better in the AOg condition than in the AOq condition. Student scores were significantly higher in the AOg and AOq conditions, when compared to control group scores. The researcher concluded that the narrative video script AO strategies utilized in this study increased target language video comprehension in participants, particularly when used in a collaborative group reading environment.</p>","abstract_has_math":false,"creators":["Ambard, Philip D."],"institution":null,"degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":null,"degree_department":null,"school":null,"contributors":["P. Bruce Uhrmacher, Ph.D.","Edith King","Kathy Green","Frédérique Chevillot"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-08-01T07:00:00Z","date_published":"2010-08-01T07:00:00Z","updated_at":"2026-07-24T02:03:19Z","subjects":["Advance organizer strategies","Foreign language comprehension","Video in language instruction","Bilingual, Multilingual, and Multicultural Education","Education"],"languages":["en"],"rights":["Copyright is held by the author. User is responsible for all copyright compliance.
"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.du.edu/etd/30","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["P. Bruce Uhrmacher, Ph.D.","Edith King","Kathy Green","Frédérique Chevillot"]},{"key":"dc:creator","label":"Author","values":["Ambard, Philip D."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2001-01-01T08:00:00Z"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Advance organizer strategies","Foreign language comprehension","Video in language instruction","Bilingual, Multilingual, and Multicultural Education","Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright is held by the author. User is responsible for all copyright compliance.
"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.du.edu/etd/30"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study compared participant comprehension of content in foreign language videos using 2 different advance organizer (AO) strategies. The students were 50 college students enrolled in 3 sections of an intermediate-level Spanish course at the United States Air Force Academy.
In the collaborative group reading condition (AOg), students read a target language narrative video script aloud in small groups. Students then watched the video corresponding to the script they had read and took a 10-question English only multiple choice test. In the quiet individual reading condition (AOq), students read the same narrative video script quietly before watching the same video and taking the same test. In the control group condition, students did not have access to the narrative video script AO before watching the same video and taking the same test. Over the 3 day study, all students participated in each of the 3 conditions.
Results indicated that student scores were slightly better in the AOg condition than in the AOq condition. Student scores were significantly higher in the AOg and AOq conditions, when compared to control group scores. The researcher concluded that the narrative video script AO strategies utilized in this study increased target language video comprehension in participants, particularly when used in a collaborative group reading environment.
"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Effects of Narrative Video Script Advance Organizer Strategies Used to Introduce Video in the Foreign Language Classroom"]}]}],"canonical_facts":{"dc:contributor":["P. Bruce Uhrmacher, Ph.D.","Edith King","Kathy Green","Frédérique Chevillot"],"dc:creator":["Ambard, Philip D."],"dc:date.available":["2001-01-01T08:00:00Z"],"dc:description.abstract":["This study compared participant comprehension of content in foreign language videos using 2 different advance organizer (AO) strategies. The students were 50 college students enrolled in 3 sections of an intermediate-level Spanish course at the United States Air Force Academy.
In the collaborative group reading condition (AOg), students read a target language narrative video script aloud in small groups. Students then watched the video corresponding to the script they had read and took a 10-question English only multiple choice test. In the quiet individual reading condition (AOq), students read the same narrative video script quietly before watching the same video and taking the same test. In the control group condition, students did not have access to the narrative video script AO before watching the same video and taking the same test. Over the 3 day study, all students participated in each of the 3 conditions.
Results indicated that student scores were slightly better in the AOg condition than in the AOq condition. Student scores were significantly higher in the AOg and AOq conditions, when compared to control group scores. The researcher concluded that the narrative video script AO strategies utilized in this study increased target language video comprehension in participants, particularly when used in a collaborative group reading environment.
"],"dc:format":["application/pdf"],"dc:identifier":["https://digitalcommons.du.edu/etd/30"],"dc:language":["en"],"dc:rights":["Copyright is held by the author. User is responsible for all copyright compliance.
"],"dc:subject":["Advance organizer strategies","Foreign language comprehension","Video in language instruction","Bilingual, Multilingual, and Multicultural Education","Education"],"dc:title":["Effects of Narrative Video Script Advance Organizer Strategies Used to Introduce Video in the Foreign Language Classroom"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."]},"updated_at":"2026-07-24T02:03:19Z"}