Technology-Assisted Extensive Listening and Viewing for Young Learners

This chapter explores technology-supported extensive listening and viewing (ELV) for young language learners, highlighting its potential to support first, second, and foreign language acquisition by providing engaging, comprehensible, and compelling input through digital devices and multimedia content. Grounded in Krashen’s Input Hypothesis, Paivio’s Dual-Coding Theory, and Mayer’s Cognitive Theory of Multimedia Learning, the chapter examines how combining audio, visuals, and text can enhance vocabulary, grammar, listening comprehension, and overall language fluency. ELV promotes learner autonomy and motivation by allowing children to engage with content suited to their proficiency levels and interests, focusing on enjoyment and general comprehension rather than detailed analysis. It distinguishes itself from intensive listening and viewing by emphasising a more enjoyable approach to language exposure. In addition, the chapter provides practical guidelines for selecting age-appropriate multimedia content, integrating ELV activities into classroom and home settings, and using innovative assessments to monitor progress and support learning. By capitalising technology’s capacity to offer linguistically and culturally rich input, ELV not only facilitates language learning but also fosters cognitive development and cultural awareness. The chapter concludes by advocating for continued research and innovation in technology-enhanced language education to maximise its effectiveness for young learners.