Article

The Influence of English Language and Spanish Language Captions on Foreign Language Listening/Reading Comprehension

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Abstract

The purpose of this study was to investigate the effects of using Spanish captions, English captions, or no captions with a Spanish language soundtrack on intermediate university-level Spanish as a Foreign Language students' listening/reading comprehension. A total of 213 intermediate (fourth semester) students participated as intact groups in the study. The passage material consisted of a DVD episode (seven minutes) presenting information concerning preparation for the Apollo 13 NASA space exploration mission. The students viewed only one of three passage treatment conditions: Spanish captions, English captions, or no captions. The Spanish language dependent measure consisted of a 20-item multiple-choice listening comprehension test. The statistically significant results revealed that the English captions group performed at a considerably higher level than the Spanish captions group which in turn performed at a substantially higher level than the no captions group on the listening test. The article concludes with a discussion of the pedagogical implications of using multilingual captions in a variety of ways to enhance second language listening and reading comprehension.

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... Therefore, considering the scope of the present study, they will not be further discussed. Bianchi & Ciabattoni, 2008;Birulés-Muntané & Soto-Faraco, 2016;Latifi, Mobalegh & Mohammadi, 2011;Markham, Peter & McCarthy, 2001;Markham & Peter, 2003). ...
... Captions bridge the sizable gap between reading comprehension and listening comprehension skills, while improving both at the same time: "By providing students with a familiar (i.e. comprehensible) graphic representation of an utterance, they are empowered to begin to assign meaning to previously unintelligible aural entities, gradually building their aural comprehension in relation to their reading comprehension" (Garza, 1991: 246;also Borrás & Lafayette, 1994;Danan, 2004;Garza, 1991;Markham & Peter, 2003). They enhance learning by (1) allowing learners to transfer their developed reading skills to help strengthen/develop aural comprehension, (2) increasing accessibility of the salient language and giving the opportunity to enjoy same input understood by a native-speaker, (3) allowing use of multiple language processing strategies to process multiple modalities of input, (4) increasing the memorability of essential language, and (5) promoting the use of vocabulary in appropriate context (Garza, 1991). ...
... As stated before, the majority of studies on comprehension concur that subtitles facilitate understanding of the content better than captions (Bianchi & Ciabattoni, 2008;Birulés-Muntané & Soto-Faraco, 2016;Latifi et al., 2011;Lwo & Lin, 2012;Markham, Peter & McCarthy, 2001;Markham & Peter, 2003), which is not surprising, since reading the text in your native language logically facilitates understanding. Subtitles are processed automatically and provide on-line translations (Sydorenko, 2010). ...
Thesis
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This doctoral dissertation explores the benefits of an extensive exposure to L2 television for content comprehension and vocabulary learning with beginner, adolescent EFL learners, through a longitudinal classroom-based intervention. The study also aims at investigating the role of frequency and imagery in word learning, and evaluating the long-term effects this type of intervention may have on learners’ attitudes towards the use of L2 television for language learning purposes. In order to do so, several aspects were examined, including factors related to the intervention, the learner, and the input itself. Four classes of Grade 8 students viewed 24 consecutive episodes of a TV series – spaced over an academic year – under four experimental conditions, with each class being assigned to a different treatment. Two classes viewed the episodes with English [L2] captions, and two with Spanish [L1] subtitles. One class in each language condition received, additionally, explicit instruction on target lexical items. The first study in this thesis looked at the differential effect of captions and subtitles on viewing comprehension, alongside several mediating factors. Results confirmed the higher efficiency of subtitles over captions for content comprehension at this level of proficiency, and the importance of prior vocabulary knowledge when viewing with captions. It was also found that the episodes’ lexical coverage was a strong predictor of comprehension, although no pattern of improvement could be observed over time – even though learners’ perceived comprehension increased by the end of the intervention. In the second study, word-form and word-meaning gains were examined, following a pre- / post-test design. Results revealed that having explicit instruction on vocabulary (i.e. being pre-taught the words through short pre-viewing activities) yielded significantly higher vocabulary gains, and that proficiency played a key role in how learners made use of this type of input. Language of the on-screen text, however, did not emerge as a predictor of gains, although when captions were displayed this tended to lead to higher learning, especially when combined with instruction. Results also indicated that there was a positive correlation between vocabulary gains and comprehension, and that a high percentage of the vocabulary learnt was retained in the long term. The third study focused on the effects of word repetition, spacing, and imagery support. Analysis showed that words with a higher number of encounters or that appeared in a massed condition (i.e. in the same episode) were better learnt. It was also found that words that were image-supported had also higher learning gains. The last study looked into learners’ perceptions and feeling of learning from viewing audio-visual input in English through questionnaires and interviews. Students reported being highly motivated to learn through L2 videos, finding them useful for a number of language aspects, including vocabulary learning, listening comprehension, and matching aural and written forms of the words. Data also showed a shift in viewing habits in the long term, indicating the appropriateness of this type of classroom intervention to foster autonomous viewing at home. Taken as a whole, the results from this dissertation provide evidence that extensive viewing of captioned and subtitled TV series supports comprehension and L2 vocabulary learning. The characteristics of this type of input (i.e. repeated encounters with words, imagery) have been shown to contribute to facilitate language learning. Additionally, EFL learners, at this age and proficiency level, are motivated to learn through this media – in and outside the formal setting.
... Captioning studies have differed largely with regard to their design of treatment conditions, but there are two general types of studies. There are those studies that (a) compared full captions with keyword captions and/or no captions (e.g., Guillory, 1998;Montero Perez et al., 2014a, 2014bRodgers & Webb, 2017;Teng, 2019;Winke et al., 2010Winke et al., , 2013 and those that (2) compared the L2 captions with the L1 captions and/or no captions (e.g., Markham & Peter, 2003;Markham et al., 2001;Hayati & Mohmedi, 2011). Aside from differences in the treatment conditions, captioning studies also differed in participants' L1 backgrounds, proficiency levels, age, type and duration of watching materials, measurement instruments and questions, and so forth. ...
... Other studies have compared the benefits of L1 and L2 captions. Some of those studies revealed the advantage of the L1 captions over L2 captions, such as Markham et al. (2001) and Markham and Peter (2003), who compared the effects of captions on Spanish language learners' listening comprehension of a documentary in one of three treatment conditions: L2 (Spanish) captions, L1 (English) captions, or no captions. In the 2001 study, participants' (n = 169) comprehension was measured with a written summary and 10 multiple-choice items. ...
... The questions were carefully developed so they could not be answered directly without a participant understanding the aural content of the vlogs. The multiple-choice test format seemed to be particularly appropriate in this study, as the low-and mid-level students clearly lacked highly developed English language writing ability at this point in their study of the target language (Markham & Peter, 2003). ...
Article
This study investigated the effects of captions on the listening comprehension of vlogs. A total of 96 EFL learners watched three vlogs under one of three conditions: L2 captions, L1 captions, and no captions. Each group included low-, mid-, and high-level proficiency learners. The vlogs differed in the pictorial support of the audio, with Vlog 1 being highly supported, Vlog 2 being partially supported, and Vlog 3 being slightly supported by pictorial images. After each vlog, the participants took a multiple-choice test measuring their comprehension of details. Afterwards, participants completed a questionnaire about their perception of captions. The findings suggest that the availability of captions may not necessarily lead to better listening comprehension because students, particularly lower proficiency learners, were unable to simultaneously process the multiple modalities (images, audio, and captions) due to their limited capacities of working memory and cognitive load. High-proficiency learners achieved better comprehension than low-and mid-proficiency learners and achieved their best comprehension with L2 captions. A significant increase in comprehension of vlogs caused by high pictorial support was detected, with the inverse relationship also being true. Analysis of the questionnaire indicated that participants consider L2 captions useful. For both L2 and L1 captions, students think that their listening comprehension would decrease without captions. When considering vlogs for L2 listening, language proficiency and pictorial support are better indicators of levels of comprehension. Captions might be beneficial when learners’ proficiency level is high. When visual images are highly supportive for the audio, better comprehension of vlogs is likely.
... As subtitled and captioned videos are one of the most accessible and increasingly common ways a person can be exposed to a foreign language, it is natural that research would crop up which analyzed the impact that they can have on foreign language learners. An earlier study by Markham and Peter (2003) revealed that subtitles in the learners' native language could facilitate comprehension in Spanish language multimedia to a statistically significant degree. The same study also noted that a separate group that viewed the same materials with L2 captions also experienced gains, but not as significant as those who used L1 subtitles. ...
... After the study, it was found that L1 subtitles facilitated more content comprehension than L2 captions and that prior vocabulary knowledge was key in predicting success with either intervention. From the above-mentioned studies, it can be gathered that L1 subtitles tend to be more beneficial in improving comprehension of content (Bianchi & Ciabattoni, 2008;Birulés-Muntané & Soto-Faraco, 2016;Markham & Peter, 2003;Pujadas & Munoz, 2020). However, results are mixed concerning vocabulary learning, which suggests that other factors such as proficiency (e.g., Bianchi & Ciabattoni, 2008) may be more impactful compared to the on-screen textual aid used. ...
... The 15-item listening comprehension test was made up of 10 true-false questions and five open-ended short-answer items and related to global and detailed content. The true-false questions were presented in L2 English but retained the same words and sentence structures that were used in the target TV episode so that the difficulty of these items directly matched the difficulty level of the target video (Markham & Peter, 2003). On the other hand, the open-ended questions were presented and also answered in the participants' native language; thus, the students' reading and writing proficiency in the target language did not interfere with their ability to answer these questions. ...
Article
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While the use of dual subtitles (concurrent L1 subtitles and L2 captions) has been studied in L2 research, more studies are needed to better understand the impact that this on-screen textual aid can have on vocabulary learning and comprehension. Therefore, this study explored if there were significant differences in vocabulary learning and listening comprehension between EFL students who watched L2 videos with L1 subtitles, L2 captions, and dual subtitles. Participants (N=96) were quasi-randomly divided into three equal groups (n=32) under each on-screen textual aid condition and viewed an episode from a sitcom through Netflix. Pre-and post-tests were administered to measure gains in vocabulary learning at two different levels among 20 target words that appeared in the episode. A 15-item listening comprehension test was also administered post-viewing to determine if there were significant differences in comprehension. Results indicated that the L1 subtitles and dual subtitles groups performed better than the L2 captions group in terms of vocabulary learning, whereas the participants who viewed the episode with dual subtitles did significantly better than the other two groups in listening comprehension. These findings suggest that L1 subtitles, either alone or with L2 captions, are key to supporting vocabulary learning and comprehension of video.
... Furthermore, as most of the lower proficiency learners experienced understanding problems during video watching due to insufficient linguistic knowledge, the researchers addressing this issue put forward the idea of the use of subtitles and captions to ease the understanding process for the learners. In this regard, numerous studies have been conducted to investigate the effect of various forms of subtitling and captions on listening performance of the learners (Başaran & Köse Durmuşoğlu, 2013; Ghasemboland & Nafissi, 2012;Hsu et al., 2013;Huang & Eskey, 1999;Latifi et al., 2011;Markham & Peter, 2003;Metruk, 2018;Rokni & Ataee, 2014;Shamsaddini et al., 2014;Hayati & Mohmedi, 2011;Wang, 2014;Winke et al., 2010). ...
... At the end of both content analysis and constant comparative analysis, the agreed themes and categories were finalized employing the research articles used as shown in Table 1 below. Huang, & Huang, 2020;Dehaki, 2017;Ghasemboland & Nafissi, 2012;Hayati & Mohmedi, 2011;Hsu et al., 2013;Latifi et al., 2011;Manan, 2018;Markham & Peter, 2003;Matthew, 2020;Metruk, 2018Metruk, , 2019Mustafa & Erişti, 2019;Napikul, Cedar, & Roongrattanakool, 2018;Pattemore & Muñoz, 2020;Pujadas & Muñoz, 2019;Rahmatian & Armiun, 2011;Rokni & Ataee, 2014;Shamsaddini et al., 2014;Wagner, 2010;Wang, 2014;Winke et al., 2010;Woottipong, 2014 Studies focusing on vocabulary development (n = 26) Al-Seghayer, 2001;Arndt & Woore, 2018;Bal-Gezegin, 2014;BavaHarji et al., 2014;Ebrahimi & Bazaee, 2016;Etemadi, 2012;Fazilatfar et al., 2011;Gorjian, 2014;Heriyanto, 2015;Ina, 2014;Kabooha & Elyas, 2015;Karakaş & Sarıçoban, 2012;Kusumawati, 2019;Mardani & Najmabadi, 2016;Mousavi & Gholami, 2014;Oladunjoye, 2017;Perez et al., 2018;Peters et al., 2016;Peters & Leuven, 2018;Pujadas & Muñoz, 2019;Sinyashina, 2019;Sirmandi & Sardareh, 2016a, 2016bVanderplank, 2015;Yüksel & Tanriverdi, 2009;Zoghi & Mirzaei, 2014 Findings The data were analyzed in relation to the research questions posed in this study. Initially, the findings regarding the effectiveness of watching videos on learners' listening skill and the role of captions or subtitles in improving listening comprehension were figured out. ...
... The findings regarding the first research question of the study were grouped in three major themes as the learners' attitudes towards watching videos, the effects of watching videos on listening skill, and the role of subtitles in improving listening skill as can be seen in Table 2 below. Hsu et al., 2013;Latifi et al., 2011;Markham & Peter, 2003;Matthew, 2020;Metruk, 2018;Napikul et al., 2018;Rokni & Ataee, 2014;Winke et al., 2010 Findings regarding the effects of watching videos on learners' listening skill yielded a number of remarkable aspects. It is seen that language learners are exposed to videos in English in the form of movies, TV series, music clips or YouTube videos which are both available in their everyday life and in the school context. ...
Article
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Considering recent advancement of technology and increased video use in language teaching and learning, this study attempted to investigate main findings of the studies conducted to examine the impact of video use on learners’ listening skill and vocabulary development in English language teaching (ELT). In this regard, 51 articles published between the years 2000 and 2020 in various scientific journals indexed in several research databases were found by searching relevant keywords. Analysis was conducted employing content analysis and constant comparison method. Some major themes were found such as ‘the learners’ attitudes towards watching videos,’ ‘the effects of watching videos on listening skill,’ and ‘the role of subtitles in improving listening skill’ considering the impact of video watching on listening skill; and ‘effects of watching videos on vocabulary development’ and ‘effects of subtitles on vocabulary development’ regarding vocabulary development. The findings presented the effectiveness of different forms of subtitling on learners’ listening skill and vocabulary development as well.
... Captions, in particular, have been shown to aid in various aspects of language learning such as written form recognition (Sydorenko, 2010), aural form recognition (Markham, 1999), form- meaning connection (Winke et al., 2010), meaning recall (Peters, 2019), and speech perception (Mitterer & McQueen, 2009) and segmentation (Charles & Trenkic, 2015). The majority of studies on comprehension concur, however, that subtitles (in the viewers' native language) facilitate understanding of the content better than captions (Bianchi & Ciabattoni, 2008;Birulés-Muntané & Soto-Faraco, 2016;Latifi et al., 2011;Lwo & Lin, 2012;Markham et al., 2001;Markham & Peter, 2003), which is not surprising because reading the text in your native language logically facilitates understanding. Subtitles are processed automatically and provide online translations (Sydorenko, 2010). ...
... Results showed that language of the on-screen text was a significant predictor of comprehension scores, with the subtitles group significantly outperforming the captions group, as expected. Previous studies have also showed the advantages of having L1 text for comprehension in audio-visual media (Bianchi & Ciabattoni, 2008;Birulés-Muntané & Soto-Faraco, 2016;Latifi et al., 2011;Lwo & Lin, 2012;Markham et al., 2001;Markham & Peter, 2003). 8 Results also showed that having explicit instruction on target vocabulary had a small negative effect on overall comprehension-a drawback also found in previous studies (Lee, 2007)-indicating that learners at this age and proficiency level may find it hard to split their attention between the two demands (VanPatten, 2002). ...
... 8 Although it would seem that having access to the native language would lead to 100% understanding of the dialogue, research shows that it is uncommon. In studies comparing the use of captions and subtitles-at different levels of proficiency-the mean comprehension for the subtitles groups were 67% (Markham & Peter, 2003), 72% (Bianchi & Ciabattoni, 2008), 72% (Latifi et al., 2011), 82% (Markham et al., 2001), and 93% (Birulés-Muntané & Soto-Faraco, 2016). There may be several reasons for this (e.g., factors related to the level of detail of the questions, working memory), but this issue falls beyond the scope of the study. ...
Article
This study explores the differential effects of captions and subtitles on extensive TV viewing comprehension by adolescent beginner foreign language learners, and how their comprehension is affected by factors related to the learner, preteaching of target vocabulary, the lexical coverage of the episodes, and the testing instruments. Four classes of secondary school students took part in an 8-month intervention viewing 24 episodes of a TV series, two classes with captions, and two with subtitles. One class in each language condition received explicit instruction on target vocabulary. Comprehension was assessed through multiple-choice and true-false items, which included a combination of textually explicit and inferential items. Results showed a significant advantage of subtitles over captions for content comprehension, and prior vocabulary knowledge emerged as a significant predictor—particularly in the captions condition. Comprehension scores were also mediated by test-related factors, with true-false items receiving overall more correct responses while textually explicit and inferential items scores differed according to language of the on-screen text. Lexical coverage also emerged as a significant predictor of comprehension.
... A number of studies examined the impact of subtitled or captioned videos on the L2 learners' psychological and cognitive states (Markham & Peter, 2003;Vanderplank, 1988). To enhance the readability and to avoid confusion in this study, the words 'subtitles' or 'subtitling' "refer to on-screen text in the native language of the viewers that accompany the second language soundtrack of the video materials" (Markham & Peter, 2003, p. 332). ...
... Most empirical studies (Borras & Lafayette, 1994;Danan, 2004;Garza, 1991;Huang & Eskey, 2000;Markham & Peter, 2003) consider captioned videos as being an effective tool for helping L2 students enhance their listening and reading comprehension skills. For example, a number of studies showed positive effects of video captioning on developing L2 language skills and proficiencies. ...
... However, other studies produced contradictory results, showing no significant differences between subtitled and captioned videos or even pointing to more positive effects derived from subtitled videos (Başaran & Köse, 2013;Markham, Peter, & McCarthy, 2001). As an example, Markham and Peter (2003) found that for fourth-semester Spanish L2 learners, watching subtitled videos was most effective, con-siderably more effective than captioned videos, which were, in turn, more effective than videos without text support. ...
Chapter
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This chapter reviews the psychological and cognitive role of using videos, YouTube videos and modes of text support in foreign language learning, with a focus on the effect that captioning and subtitling YouTube videos have on intermediate-high and advanced German language learners. The results of the study found that enhanced captioning plays a more positive role on the intermediate-high and advanced German learners’ motivation likely due to more efficient language processing; more specifically the videos are able to provide linguistic integrity, which allows the language learners to focus their incidental attention effectively. The findings provide useful insights into and enthusiasm for the effective use of YouTube videos for the curriculum development of higher-level German courses and hopefully contribute to establishing best practices in this emerging area.
... The effectiveness of captions in enhancing learners' comprehension has been explored. Results suggest that captioned videos provide a greater depth of word knowledge processing, which may be useful in improving L2 comprehension (e.g., Goldman & Goldman, 1988;Koskinen, Wilson, & Jensema, 1985;Linebarger, 2001;Markham & Peter, 2003;Markham, Peter, & McCarthy, 2001;Rodgers & Webb, 2017). For example, Markham et al. (2001) sought to measure comprehension of a documentary and randomly assigned 169 university students learning Spanish to one of three treatment conditions: English captions, Spanish captions, or no captions. ...
... More recently, Rodgers and Webb (2017) focused on L2 television programs with captioning, rather than the short videos often used in previous studies (e.g., Markham & Peter, 2003;Montero Perez et al., 2014). A total of 372 Japanese university students were recruited and divided into a captioning group (N ¼ 51) and a no captioning group (N ¼ 321) in Rodgers and Webb's (2017) study. ...
... Through full captions, children may better comprehend key information about various subjects, thus facilitating comprehension of embedded knowledge presented in the videos. As noted by Markham and Peter (2003), full captions may help learners form strategies to determine how to summarize the main idea, predict events and outcomes in a story, draw inferences, and monitor coherence and misunderstanding. Using full captions thus seems to be an effective means of helping young learners concentrate on essential elements embedded in a video story. ...
Article
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This study investigated the effects of captioned videos on ESL primary school students’ comprehension of video content. A total of 182 primary school students watched two short English story videos in one of three conditions: fully captioned videos (N = 62), keyword captioned videos (N = 63), and uncaptioned videos (N = 57). Each group included learners with higher and lower levels of English proficiency. Two videos were selected, and the second video was watched twice. After each video, all participants took a comprehension test, including global comprehension and detailed questions. Findings revealed that fully captioned group achieved the best results on the global comprehension questions. Significant differences between the fully captioned and keyword captioned videos on the detailed comprehension questions were not detected. Learners with a higher level of English proficiency and those who watched the video for a second time achieved better comprehension scores. These findings suggest that full captioning videos, rather than keyword captioning videos, should be considered when using video-based comprehension activities for ESL primary school learners. However, learners’ English level and the frequency of video viewing should also be considered.
... In spite of the prominence of the factor, however, only six studies have incorporated learners' vocabulary knowledge (or proficiency level) as an explanatory factor for the comprehension of audio-visual input, with all reporting that L2 knowledge is a strong predictor of comprehension, whether it was a measure of receptive vocabulary knowledge (Montero-Perez, Pujadas & Muñoz, 2020;Rodgers, 2013;Wang & Pellicer-Sánchez, 2022), a general measure of proficiency (Pujadas & Muñoz, 2020), or the grade from the language course that participants completed (Markham & Peter, 2003). Two studies including advanced EFL learners have also indicated that the benefits from captions may be dependent on the learners' proficiency. ...
... Results from the GLM showed that both L2 measures predicted comprehension, independently of the caption condition, with higher proficiency and larger vocabulary knowledge leading to higher comprehension rates. The results also concur with prior research in the field, which has found that both variables are good predictors of comprehension (e.g., Markham & Peter, 2003;. In the present study, general proficiency emerged as a better predictor than vocabulary knowledge when viewing without captions, as the variable interacted with the caption condition and the effect was considerably stronger when captions were not present (56.6% vs 10.4%). ...
Article
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The extent to which L2 television is viewed by foreign language learners will depend on the degree to which it is understood. The addition of captions has been shown to support comprehension (e.g., Birulés-Muntané & Soto-Faraco, 2016; Montero-Perez, Peters, & Desmet, 2014), especially when proficiency is low (e.g., Lavaur & Bairstow, 2011). Yet, little is known about the extent to which captions benefit comprehension as L2 proficiency increases. This study seeks to investigate the effect of captions at different proficiency levels, and to identify the level at which captions cease to enhance comprehension. A total of 250 Catalan/Spanish university students, who had L2 English proficiency ranging from A1 to C2, viewed nine episodes of an English TV series with and without captions. Results showed that captioned viewing had a significant advantage over uncaptioned viewing in comprehension tests with multiple-choice and true-false items, and that learners with higher L2 proficiency and larger vocabulary performed better. While having access to captions increased the odds of a correct response independently of learners’ L2 proficiency and vocabulary knowledge, the additive benefits of captions were no longer significant at the C2 level, suggesting a threshold beyond which uncaptioned viewing does not negatively impact comprehension. Pedagogical implications are discussed.
... Captions, or textual aids, have generally been employed and studied in numerous ways throughout the literature with many studies comparing full captions, keyword captions and/or no captions (e.g., Guillory, 1998;Hsieh, 2019;Montero Perez et al., 2014;Teng, 2019). Other studies which compared L2 captions with first language (L1) captions and/or no captions (e.g., Hayati & Mohmedi, 2011;Markham & Peter, 2003) yielded diverse findings, the difference likely due to the diversity in modes of captioning or the inconsistency in variables concerning participants, contexts, or learning milieus. Despite the diversity in measuring tests, there are still no conclusive findings regarding the effectiveness of captioning concerning L2 learning, namely comprehension skills or vocabulary development. ...
... The second mode is subtitling. Subtitles as an aid to listening comprehension have been examined in many studies, indicating that the group using L1 subtitles demonstrated superior performance compared to the other groups (e.g., Dizon & Thanyawatpokin, 2021;Hao et al., 2021;Markham & Peter, 2003;Pujadas & Munoz, 2020;Zheng et al., 2022). Such studies suggest that subtitles in learners' native language can enhance listening comprehension. ...
Article
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The present study examines the impact of implementing video captioning and subtitles on listening comprehension with special reference to the speaker’s speed. A total of 64 undergraduate Saudi EFL learners were assigned into six groups: fast speaker with full captioning, fast speaker with subtitles, fast speaker with no captioning nor subtitles, slow speaker with full captioning, and slow speaker with subtitles, slow speaker with no captioning nor subtitles. Each group was instructed to watch a video in English under its assigned condition and then answered a listening test. Participants also answered a questionnaire to determine the impact of these conditions on their cognitive load. The results revealed that the group that viewed the video of slow speakers with a caption obtained the highest score on the listening comprehension test, followed by the group that viewed the video of fast speakers with a caption. The group that viewed no caption video of fast speakers obtained the lowest scores. The questionnaire analysis indicated that the students in the subtitle slow group reported using low mental effort, whereas the students in the caption fast group reported using very high mental effort followed by the students in the caption slow group who also reported using high mental effort.
... Captions are brief explanations or descriptions accompanying the illustrations or photographs. Captions are the on-screen text in the students' native language and a second-language soundtrack (Markham & Peter, 2003). Those captions appear below an uploaded picture or video, which is supposed to describe what we are sharing. ...
... A caption is a short text that appears under a picture in a book, magazine, or newspaper and describes or illustrates what the people in the picture are doing or saying. According to Markham and Peter (2003), Captions are on-screen text in a given language combined with a soundtrack in the same language. Advanced English learners were given the vocabulary in three formats: (a) text with sound, (b) text without sound, and (c) sound without text. ...
Article
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This research aims to describe the students' perspective on the use of captions in social media in learning English vocabulary, the EFL teachers' perspective on the use of captions in social media in teaching vocabulary, and the impact of the use of social media as a teaching and learning tool for English vocabulary. This research is a descriptive qualitative research design. Purposive sampling was used to collect samples from the teachers and students at the XII grade of one of the Vocational High Schools in Makassar, South Sulawesi, Indonesia. The instruments used in this research were an interview protocol and an observation checklist. The data showed that all students perceived social media captions helped them acquire vocabulary since the content was engaging, the learning materials were well-presented, and plenty of resources were available. In addition, the teachers stated that online teaching and learning have several advantages and disadvantages when using some media as their teaching strategy. Finally, vocabulary learning through social media positively impacts students' acquisition of more vocabulary. Vocabulary learning through social media captions is important for increasing students' vocabulary. Both teachers and students agree that captions on social media are extremely useful in teaching and learning.
... Research has suggested that captioning is particularly beneficial for learners' comprehension of unknown words, attention to unknown words, and strengthened memory for video content, especially for learners who watch videos in a foreign language (e.g., Hsieh, 2020;Markham et al., 2001;Markham & Peter, 2003;Rodgers & Webb, 2017;Teng, 2022ab). For example, Hsieh (2020) (4) full captions with highlighted target words (FCHTW); and (5) full captions with highlighted target words and L1 glosses (FCL1). ...
... Captioned videos appear to provide a combination of visual (i.e., pictures and words) and auditory stimuli, thereby activating students' prior knowledge to build a connection between the form and meaning of new words (Jelani & Boers, 2018;Teng, 2022b). Consistent with Markham and Peter (2003), the availability of captions could help learners to draw inferences, monitor coherence, and focus on essential linguistic structures embedded in videos. In the present study, the young L2 learners appear to have better comprehended key information in videos, and such comprehension facilitated their incidental learning of new words (Teng, 2019a retention than the control group conditions. ...
Article
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Background Despite the potential of captioned videos, limited attention has been paid to the role of vocabulary knowledge (VK) and working memory (WM) in incidental vocabulary learning under different captioning conditions. Objectives The present study aimed to bridge this gap by assessing VK and WM in incidental vocabulary learning under different captioning conditions. Methods A total of 101 Chinese primary school students were assigned to one of the three conditions: watch fully captioned videos (n = 33), watch keyword captioned videos (n = 35), and watch videos without captions (n = 33). A vocabulary test measuring recognition and recall of form and meaning served as a pretest, posttest and delayed posttest. The learners also completed tests for VK and WM. Results and Conclusions The findings supported that both full captions and keyword captions made significant contributions to the incidental learning of form recognition and initial meaning recall and to the retention of form recognition but not of delayed meaning recall. The parameters of breadth and depth of VK and phonological WM impacted incidental vocabulary learning outcomes. The findings emphasized the important role of full captioning and keyword captioning for incidental vocabulary learning and the need to consider the role of VK and WM in incidental vocabulary learning from captioned videos. Takeaways Captioning is a promising tool for vocabulary learning, but individual differences in VK and WM should be considered to maximize the benefits of captioning on vocabulary learning.
... This, in turn, enhances confidence, allays anxiety and provides motivation, which is in the long run expected to develop L2 learners' listening comprehension (Hsieh, 2020, Leveridge & Yang, 2013Winke et al., 2013). In this respect, there is a commonsense assumption that captions improve performance and have a positive impact on listening skills (Markham & Peter, 2003) However, a comprehensive review of the extant literature (e.g. Caimi, 2006;Robin, 2007;Taylor, 2005) precludes us from drawing firm conclusions about the effectiveness of video captioning since in some circumstances captions were stated to have no significant effect on listening comprehension due to such reasons as concentration on reading the text rather than listening to the audio, heavy reliance on the text, overloaded working memory, and learner perception of captions as a source of distraction (e.g. ...
... test difficulty, script differences) are discussed in separate studies, the available literature lacks a comprehensive list of factors influencing the utility of captions for L2 listening. In an effort to fill this gap, we surveyed literature (e.g.Bairstow & Lavaur, 2012;Behroozizad et al., 2015;Bianchi & Ciabattoni, 2008; Chai & Erla, 2008;Hayati & Mohmedi, 2011; Hwang et al., 2019;Latifi et al., 2011; Lee, 2021; Liversidge, 2000;Leveridge & Yang, 2014;Markham, 2001;Markham, 2003; Mayer, Lee & Peebles, 2014; Montero-Perez et al., 2013; Montero-Perez et al., 2014a; Montero-Perez et al.2014b; Pujadas & Munoz, 2020;Pujola, 2002; Rodgers & Webb, 2011;Stewart & Pertusa, 2004;Taylor, 2005;Teng, 2019;Vanderplank, 2016;Winke et al. 2010;Winke et al. 2013) and distilled research results into a list of characteristics that influence captioning effects. We have generated five main categories with 13 sub-categories: listener-related factors (e.g. ...
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This study aimed to extend the knowledge of teacher job satisfaction by specifically examining predictors at the teacher level. Several components of job satisfaction were examined for their hypothesized impact, including the focused predictor of teacherstudent relations. Based on the United States sample in the Teaching and Learning International Survey (TALIS) 2018 data, the author explored this issue utilizing responses from 2,560 lower secondary school teachers nested within 166 schools. Using the transactional model of stress and coping (Lazarus, & Folkman, 1984) as a framework, the study found that teacher-student relationships are a positive and significant predictor of teacher job satisfaction. After controlling for relevant predictors, teacher relationships with their students were the strongest predictor of their job satisfaction present in the study. Discussions and implications are presented.
... This, in turn, enhances confidence, allays anxiety and provides motivation, which is in the long run expected to 500 Korucu-Kış develop L2 learners' listening comprehension (Hsieh, 2020, Leveridge & Yang, 2013Winke et al., 2013). In this respect, there is a commonsense assumption that captions improve performance and have a positive impact on listening skills (Markham & Peter, 2003) However, a comprehensive review of the extant literature (e.g. Caimi, 2006;Robin, 2007;Taylor, 2005) precludes us from drawing firm conclusions about the effectiveness of video captioning since in some circumstances captions were stated to have no significant effect on listening comprehension due to such reasons as concentration on reading the text rather than listening to the audio, heavy reliance on the text, overloaded working memory, and learner perception of captions as a source of distraction (e.g. ...
... In an effort to fill this gap, we surveyed literature (e.g. Bairstow & Lavaur, 2012;Behroozizad et al., 2015;Bianchi & Ciabattoni, 2008;Chai & Erla, 2008;Hayati & Mohmedi, 2011;Hwang et al., 2019;Latifi et al., 2011;Lee, 2021;Liversidge, 2000;Leveridge & Yang, 2014;Markham, 2001;Markham, 2003;Mayer, Lee & Peebles, 2014;Montero-Perez et al., 2013;Montero-Perez et al., 2014a;Montero-Perez et al. 2014b;Pujadas & Munoz, 2020;Pujola, 2002;Rodgers & Webb, 2011;Stewart & Pertusa, 2004;Taylor, 2005;Teng, 2019;Vanderplank, 2016;Winke et al. 2010;Winke et al. 2013) and distilled research results into a list of characteristics that influence captioning effects. We have generated five main categories with 13 sub-categories: listener-related factors (e.g. ...
Article
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Listening is often perceived to be the most challenging skill by second/foreign language (L2) learners. Due to its real-time nature, L2 listeners experience several comprehension problems related to the processing of aural input. To scaffold L2 listening, captioning is commonly used since the dual coding of aural and written stimuli is expected to make L2 input more comprehensible leading to more in-depth processing. However, a survey of the extant literature precludes us from drawing firm conclusions about the effectiveness of captioning since in some circumstances captions were found to have no significant effect on listening comprehension. So, the question of whether captions function as a comprehension aid in L2 listening remains inconclusive. Hence, adopting a narrative literature review methodology, the present study aims to contribute to this inconsistent research area by clarifying some of these issues answering the following questions: (1) Is captioning really effective in L2 listening?, (2) Does captioning always work for L2 listening?, and (3) Why is research on captioning in L2 listening still inconclusive? Based on the insights gained, it is concluded that the mere presence of captions does not necessarily lead to improved comprehension. Captioning effectiveness is influenced by learner, material, measurement, task, and L1/L2 characteristics. Implications arising are discussed.
... Scholars have investigated the effects of captions under two caption conditions (Chai & Erlam, 2008;Markham & Peter, 2003;Winke, Gass, & Syndorenko, 2010): L2 captions and no captions. These studies demonstrated that L2 captions were more effective than no captions in vocabulary learning as well as video comprehension. ...
... The results reveal that captions can aid vocabulary learning and comprehension. This finding is consistent with previous studies which suggest that captioned videos have a positive effect on language learning (Chai & Erlam, 2008;Lwo & Chia-Tzu, 2012;Markham & Peter, 2003). While most previous studies investigated the effects of captions under only two conditions (L1 captions versus L2 captions), this study also examined the influence of dual captions. ...
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This study investigated the effects of different types of captions on English as a Foreign Language Learners’ (EFL) vocabulary learning and comprehension. Eighty students in a Chinese university participated. Students were divided into four groups with two classes of freshmen, one class of juniors, and one class of graduate students. Each group watched four video clips with four caption conditions: L1 Chinese, L2 English, dual (L1 and L2), and no captions. The order and caption conditions were counterbalanced. The purpose of the study was to find which caption condition is more effective for EFL learners. Four by four mixed ANOVAs were used to compare the differences among the four conditions and groups. Results indicated that students’ performances were statistically significantly different across captions and class levels. In general, students in L1, L2, and dual captions statistically outperformed the no caption condition in vocabulary and comprehension. Results of the effects of L1, L2, and dual captions on vocabulary learning and comprehension were mixed. The pedagogical implications of using authentic TV series and multimedia captions were discussed.
... Baltova [54] supports that subtitled audiovisual materials enhance vocabulary learning and improve content comprehension even when learners are relatively inexperienced. According to some researchers, subtitles may bridge the gap between reading and listening skills [55][56][57][58][59][60]. Bravo [61] found subtitles beneficial with regards to reading comprehension and other scholars support that subtitling may enhance vocabulary recall [62,63]. ...
... As for reversed subtitling, there has been some research recently that indicates this type as more beneficial for improvement in L2 general comprehension or listening skills [59,76,78,80,81]. Danan (1992), specifically, attributed the success of reversed subtitling to translation facilitating language encoding. ...
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The use of multimedia has often been suggested as a teaching tool in foreign language teaching and learning. In foreign language education, exciting new multimedia applications have appeared over the last years, especially for young learners, but many of these do not seem to produce the desired effect in language development. This article looks into the theories of dual-coding (DCT) and multimedia learning (CTML) as the theoretical basis for the development of more effective digital tools with the use of films and subtitling. Bilingual dual-coding is also presented as a means of indirect access from one language to another and the different types of subtitling are explored regarding their effectiveness, especially in the field of short-term and long-term vocabulary recall and development. Finally, the article looks into some new alternative audiovisual tools that actively engage learners with films and subtitling, tailored towards vocabulary learning.
... Overall, the results of these studies have indicated that all of the described forms are effective for vocabulary acquisition (Danan, 1992;Markham, 2001;Winke et al., 2010). In addition, studies have investigated the effects of captions and subtitles on learners' development of listening skills (Huang & Eskey, 2000;Markham & Peter, 2003) and reading comprehension (Garza, 1991;Goldman & Goldman, 1988). ...
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Use of captioned video in classrooms has gained considerable attention in the second and foreign language learning. However, the effect of application of captioned video embedded with glosses on incidental vocabulary enhancement has not been explored. This study aims to examine the effect of video captions with glosses on efl students’ incidental business vocabulary acquisition; 50 students from a college of management served as participants. A pretest was adopted to ensure participants lacked familiarity with the target vocabulary. All participants watched three video clips presented in three modes (noncaptioned, captioned, and caption-gloss modes). After each mode session, all participants took an immediate posttest and a 3-week-delayed posttest. Following the final posttest, the participants completed a questionnaire. The findings revealed that the caption-gloss mode significantly outperformed the other 2 modes in both the immediate and 3-week-delayed posttests. Retention of the target business words did not significantly decline at the 3-weekdelayed posttest. Therefore, glosses in the captioned video improved the participants’ shortand long-term incidental business vocabulary retention. The participants also provided positive feedback regarding the efficacy of the caption-gloss mode for incidental business word acquisition. Pedagogical implications regarding use of captioned video with glosses for incidental professional vocabulary acquisition are discussed.
... Some studies have compared the effects of full captions, keyword captions, and no captions on learners [2][3][4][5]. There have also been studies comparing L2 captions with L1 captions and no captions [6,7]. The benefits of providing two captions concurrently, namely bilingual captions, have also been proven by many studies. ...
Article
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The impact of captions on language learning is one of the key research topics today. Researchers have found that the use of different types of captions will cause different learning effects on learners, and the order of using captions will also have different effects on language ability development. With the constant development of today’s artificial intelligence technology, however, there is still a research gap in the relevant issues of AI-generated captions. Therefore, this paper summarizes and analyzes the research related to artificial intelligence and captions and explores the relationship between AI-generated bilingual captions and English learners’ language learning. The study found that although AI-generated translation still has some shortcomings, its positive effect on English learners’ language learning is very obvious. Compared with manual translation, AI translation may be able to better mobilize learning enthusiasm and help ESP learning. In addition, teachers and learners are advised to use AI translation more flexibly and pay attention to some words that are easily mistranslated, such as cultural vocabulary and emerging vocabulary.
... Furthermore, the participants in the study discovered that watching target language films and purposefully changing the subtitles was a good way to maintain their language proficiency. Similar findings were made by earlier research (Markham, 1999;Peter, 2003) which showed that watching movies with subtitles improved learners' reading skills and boosted their vocabulary following extended exposure to the target language captions. Moreover, the participants in the present study employed discussion groups as an additional effective strategy to enhance and maintain their language proficiency. ...
... Subtitles translate film dialogues into another language and have become an essential part of film culture in our world today. Thanks to subtitles, audiences all over the world can enjoy countless movies, videos, TV programs, and online audiovisual materials without understanding the language spoken in the media (Mahoney 2021). Nowadays, subtitles are widely available in many languages, and various online streaming services such as YouTube, Netflix, and Amazon Prime videos allow viewers to choose the language of subtitles. ...
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This paper investigates the use of subtitles by Arabic-English bilingual speakers in the UAE. While extant research on the effects of subtitles on language acquisition focuses on either first language acquisition by children or second or foreign acquisition by monolingual speakers, this study examines bilingual speakers and their preference for the language of subtitles in different contexts via an online questionnaire. Results from 28 Arabic-English bilingual speakers revealed that subtitles were used more frequently for foreign language films and English language films over Arabic language films, and English was the preferred subtitle language regardless of the language of the film. Higher dependence on subtitles for English language films in contrast to lower dependence on subtitles for Arabic language films suggests the participants’ lower English proficiency and higher proficiency in Arabic. However, an analysis of self-reported language proficiency revealed that participants were more dominant in English, which also accounts for the selection of English as a preferred subtitle language. The paper concludes that such contradictory findings reflect linguistic dualism between English and Arabic that prevails in the UAE, which is due to the proliferation of English especially in the education sector in the country.
... In Hubbard (2001), I introduced these concerns and suggested techniques for a classroom teacher to model ways to reinforce the form-meaning relationships so that these technologies became tools for comprehension in the service of language acquisition. For example, I noted that captions could be used during the first part of a video segment to establish a foundation for comprehension and then turned off for a more authentic listening experience (see Markham and Peter (2003), for research supporting this technique). ...
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This paper is an expanded version of a keynote presentation for the 2022 ChinaCALL Conference on the theme of “emerging technologies”. Today’s emerging technologies—artificial intelligence, machine learning, conversational robots, virtual worlds, virtual reality, augmented reality, automated assessment, and so on—are full of promise and seem poised to revolutionize language teaching and learning over the next decade. However, rather than looking forward, I review lessons I have learned over a four-decade career in CALL, focusing on those lessons that have continuing relevance for accommodating these and future technologies as they emerge. In the first part, I present a simple model for technology-mediated language learning as a foundation for the remaining discussion. In the second, I review seven challenges that I worked on in CALL, starting in the 1980s. I describe how I came to be aware of the issues involved and how through a combination of reviewing research, collaborating with colleagues, and drawing on my own experience, I came to learn lessons of enduring value. The final part briefly explores the potential for converting these and other lessons learned into principles to guide current and future encounters with technologies for language teaching and learning.
... Paul Markham (2003) claims that the goal of this study was to examine the impact of employing Spanish captions together with an English-language listening comprehension test that consisted of 20 multiple-choice questions. The hearing test findings that were statistically significant showed that the English captions group performed at a level that was noticeably higher than the Spanish captions group, which in turn performed at a level that was noticeably higher than the no captions group. ...
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There is an assumption that using English language at first meeting enhances first impression and it is also a parameter to judge status. Keeping this scenario in the view this research conducted a careful investigation about how use of English language on texting forms a good first impression and how English is used as a parameter to judge status. It is a survey research and well-designed questionnaire, included 10 close ended questions was used to collect data. Sample was based on randomly selected 100 students of Department of English, University of Kotli Azad Kashmir who were interested to take part in this research. The sample consists 45% of the total population. As a framework the researcher used a mixture of Big Five Personality Sub-Traits merged with other impression factors according to the needs of the current study. After analyzing it is found that use of English language at first meeting have a great effect on impression formation. As English is considered a prestigious language in many countries, people admire individuals who frequently use English in their conversations. That’s how it is also used as parameter to judge status.
... Research in terms of the acquisition of foreign languages with the help of media technologies used to be confined to analysing the value that introducing video and audio content as classroom teaching material can bring to formal teaching (e.g., Al-Seghayer 2001; Borrás and Lafayette 1994;Bueno 2009;Holobow, Lambert, and Sayegh 1984;Lambert, Boehler, and Sidoti 1981;Danan 1992;Danan 2004;Garza 1991;Markham and Peter 2003;Neri, Mich, Gerosa, and Giuliani 2008;Ranalli 2008;Tschirner 2001;Vanderplank 1988;Williams and Thorne 2000). In recent years, more specifically from the beginning of the 2010s, with the focus shifting to the ever-increasing power of the media, scholars have begun to examine the potential benefits that mere Englishlanguage media exposure in informal contexts might bring to foreign language acquisition, as well as the ways in which it can influence the formal EFL teaching process. ...
Thesis
This thesis explores the frequency of English-language (EL) media-usage by Croatian high school students in the city of Split, and its influence on English foreign language (EFL) competences. In addition, this relationship is also explored in comparison to students’ exposure to Italian-language (IL) media and its influence on Italian foreign language (IFL), where the Italian language is taken as both an example of another FL taught within the Croatian educational system, as well as a language which has had considerable influence in the region of Dalmatia due to historical reasons and geographical proximity. The study includes an overview of relevant literature on SLA, explicit and implicit leaning, the past and present statuses of the EL and IL, external and internal factors of L2 acquisition, out-of-school EL exposure via different media and its effects on formal language learning outcomes. The research was carried out by means of questionnaires administered to over 650 students of 8 general-education and vocational schools in the urban area of the city of Split, Croatia. Along with a descriptive analysis of the results, inferential tests of statistical significance were carried out to reach conclusions on the relationship between the EFL competences of students and the out-of-school exposure to EL media. Finally, the EL media-related influence on EFL competences was also compared to the influence Italian media has on IFL competences, to gain insight into the dissimilar media presence of these languages and stress the need for different approaches in the process of formal language learning. The results highlight watching EL audio-visual material and listening to EL music both via Internet platforms, rather than by way of older media, as the most frequently undertaken activities, with music being the content most frequently browsed for online. Both activities show statistically significant correlations to learners’ EFL competence levels, with all language skills, grammar and vocabulary profiting from English-spoken movies online, and with EL music bringing benefits to speaking and receptive skills. For male students specifically, playing video games with EL content seems to considerably affect word stock, grammar competence and writing skills. Reading EL texts and writing in English online were found to be likely to benefit general-education students, who confirm significantly more frequent engagement. Respondents pointed out TV, music and social media, Instagram in particular, as sources providing most EFL vocabulary input, while 50% stated they prefer watching EL movies with EL captions or no subtitles, rather than with Croatian subtitles, suggesting they possess high levels of proficiency. On the other hand, and notably, watching EL content with Croatian subtitles on TV showed a negative correlation to each of students’ EFL competences, suggesting that it is their choice to engage in other types of media which results in above-average levels of competence shown by teenagers in Croatia. Significantly, many (68%) found extramural media-exposure to be an indispensable factor of their EL acquisition process, in comparison to formal EFL school education. A valuable result reveals that students who find that their EFL competence is primarily a result of EL media exposure also reported statistically higher levels for all EFL competences in question. The findings confirm significant correlations between the use of media and students’ total EFL competence, while showing no significant relationship between their competence and the duration of their formal EFL education. In addition, the results suggest that attending extracurricular EFL lessons at foreign-language schools is the only type of formal instruction which can compare and promote the levels of proficiency that students reach via EL media exposure. The performed Mann Whitney tests show that no type of media exposure to the Italian language can compare to the extent with which students are exposed to English. Exploring the relationship between EFL competences and EL media exposure by comparing it to the relationship of IFL competences and IL media exposure showed that, while most students confirmed never engaging in any Italian-related media, significantly better IFL competences were reported by the minority (10%) of students who claimed to have some contact with IL media. In addition, the total IFL competences of students were significantly lower than the total EFL competences. Importantly, unlike EFL competence, IFL competence levels showed a positive correlation to viewing subtitled L2 content on Croatian TV, once again highlighting the beneficial effects of the L1 subtitling practice on L2 acquisition in “subtitling countries” as opposed to “dubbing countries”, while also drawing attention to the fact that, in the case of the English language in the Croatian context, many other available sources are likely to increase EFL proficiency, beyond what exposure to subtitled TV can achieve. Drastic differences were shown in students’ perspectives on major sources of their English versus Italian language competence, where most students (85%) claimed they acquire the IL entirely via formal tuition. Moreover, regardless of the centuries-long local use of this language and its impact on local speech, the results show that young generations in Split and its surroundings are also rarely exposed to the Italian language in their home environments, and that at the present time, Italian is viewed exclusively as a foreign language, in contrast to English whose informal acquisition has become a constant via its representation in the media. The study contributes to existing research on incidental language acquisition in general, and more specifically to the non-institutional acquisition of the English language, made available globally via media and technology advancements. The research also gains insight into the use of Italian media, as well as incidental IFL acquisition in Croatia. KEY WORDS: incidental language acquisition; SLA; media exposure; ESL; EFL; Italian language; Croatian high school students Open access: https://urn.nsk.hr/urn:nbn:hr:172:891998
... On the other hand, the researcher (Ni, 2017) pointed out that video materials were not suitable for some students who had weak self-control ability, as their attention was split. Studies carried out in multimedia contexts have generally used short videos (Markham & Peter, 2003;Montero Perez et al., 2014) or videos designed for language learning overall (Chung, 1999). However, research efforts have been going on to figure out the ways to improve language learning through interactive videos. ...
... To date, some studies have investigated the effectiveness of the use of Google Classroom for learning and learning (e.g., Albashtawi & Al Bataineh, 2020;Duong, Hoang, & Mai, 2019;Markham & Peter, 2003;Islam, 2008;Sukmawati & Nensia, 2019). Advantages of Google Classroom include helping students develop and organize their work to learn English effectively; increasing students' motivation of online learning; providing instant notifications of assignments and deadlines; easily uploading and downloading materials; being available on different electronic devices; improving EFL students' reading and writing performance and facilitating learner autonomy. ...
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AsiaCALL Online Journal (acoj), Online ISSN 1936-9859, is committed to upholding ethical standards, retracting and correcting errors. The editorial team's primary responsibility is to discourage publishing malpractice. Any type of unethical conduct is unacceptable, and this journal's Editorial Team does not tolerate plagiarism in any form. All manuscripts must be the authors' original work and free of indications of plagiarism.
... To date, some studies have investigated the effectiveness of the use of Google Classroom for learning and learning (e.g., Albashtawi & Al Bataineh, 2020;Duong, Hoang, & Mai, 2019;Markham & Peter, 2003;Islam, 2008;Sukmawati & Nensia, 2019). Advantages of Google Classroom include helping students develop and organize their work to learn English effectively; increasing students' motivation of online learning; providing instant notifications of assignments and deadlines; easily uploading and downloading materials; being available on different electronic devices; improving EFL students' reading and writing performance and facilitating learner autonomy. ...
Book
Full-text available
AsiaCALL Online Journal (acoj), Online ISSN 1936-9859, is committed to upholding ethical standards, retracting and correcting errors. The editorial team's primary responsibility is to discourage publishing malpractice. Any type of unethical conduct is unacceptable, and this journal's Editorial Team does not tolerate plagiarism in any form. All manuscripts must be the authors' original work and free of indications of plagiarism.
... SDH differ from intralingual subtitles produced specifically for the purpose of learning other languages or improving viewers' literacy skills, as they contain not only a segmented transcription of the spoken language, but also include paralinguistic information, such as short descriptions of sound effects or music. interlingual subtitles 3 aid intentional second language (L2) learning (see, for example: Markham & Peter 2003;Bianchi & Ciabattoni 2008;Ghia 2011;Caimi 2011;Mora & Cerviño 2019) and incidental language acquisition in adults who are not receiving formal instruction in the L2 and have little knowledge of the language (Pavakanun & d'Ydewalle 1992;D'Ydewalle & Pavakanun 1995). ...
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While a considerable body of experimental work has been conducted since the beginning of the 1980s to study whether subtitles enhance the acquisition of other languages in adults, research of this type investigating subtitles as a tool for enhancing children’s language learning and literacy has received less attention. This study provides an integrative review of existing studies in this area and finds extensive evidence that subtitled AV content can indeed aid the acquisition of other languages in children and adolescents, and that it can moreover enhance the literacy skills of children learning to read in their L1 or the official language of the country in which they live and receive schooling. Recommendations for future research are also made, and it is highlighted that further research using eye tracking to measure children’s gaze behaviour could shed new light on their attention to and processing of subtitled AV content.
... Previous research that reviewed the instructional videos presented the duration of the video with an average viewing time of 3.9 minutes (Chung, 1999;Huang & Eskey, 1999;Markham & Peter, 2003;Montero Perez et al., 2014). Rodgers & Webb (2017) find that the student's post-activity scores were only substantially different for three of the ten episodes of 42-minute American television program. ...
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The purpose of this study is to investigate the perceptions of teachers and students in Islamic Junior High School about duration, their involvement in the video (cast), format and post-video watch activities of English supplementary videos to ensure the videos that will be made are effective. Using a descriptive quantitative method, this study reveals that video is a fun learning tool to study English, so that the students don’t mind if the video duration is more than 15 minutes. About the cast, the students inclined to be involved in producing the video. About the format, the majority chooses the drama method with Bahasa subtitled. About the post-video watch activities, they prefer to do a writing rather than a speaking activity. During the video playing, they didn’t taking a note or observing the whole plot yet, so that they wish the video can be replayed outside the class, just like on television or youtube
... Bimodal subtitles are particularly popular among upper-intermediate and advanced learner-viewers, but have been shown to be effective at various levels of proficiency in the foreign language (Montero Perez et al. 2013). Due to the presence of the L1, standard interlingual subtitles can be accessed by learners with lower mastery of the L2, as they impact primarily on text comprehension and vocabulary development (d' Ydewalle and Pavakanun 1996;Van de Poel and d'Ydewalle 2001;Markham and Peter 2003). More recent research also indicates the potential of interlingual subtitling on the learning of syntax among intermediate-level learners: the presence of the two languages can stimulate L1-L2 comparison and contribute to shifting viewers' attention to L2 structure, overall facilitating input segmentation (Ghia 2012). ...
... For instance, many studies have compared the efficacy of first language (L1) subtitles, L2 captions, and no textual aids in the context of FL video. Results from these studies indicate that students who have access to on-screen text (i.e., L1 subtitles or L2 captions) when viewing video typically outperform those who do not have access to them (Bianchi & Ciabattoni, 2008;Birulés-Muntané & Soto-Faraco, 2016;Markham & Peter, 2003). For example, a study by Rodgers and Webb (2017) found that captions were beneficial in promoting learner comprehension of English-language TV programs, particularly if the content was challenging. ...
Article
The use of video streaming services has exploded over the past several years. However, although the use of video is a well-studied topic in computer-assisted language learning literature, the use of video streaming for out-of-class, informal foreign language (FL) learning has received little attention. This study addresses this gap in the literature. Specifically, the study investigated Japanese university students’ practices regarding the use of subscription video streaming services (SVSSs) for informal FL learning and examined their opinions about the use of these tools for informal FL learning. A survey was administered to second language English students at four Japanese universities to achieve the study’s goals. In addition, semistructured interviews were conducted with 12 of the participants to gain more insight into their opinions of SVSSs for FL learning. A total of 256 students participated and fully completed the survey. The results indicate that informal FL learning through SVSSs is common among FL students and that learners have favorable views toward their use for language learning. These findings highlight the need to examine students’ digital practices such as video streaming in order to bridge the gap between out-of-class informal language learning and formal language learning in the classroom.
... Teachers and researchers have long been aware of the potential value of captions to enhance reading ability in both first and second language e.g., Bean and Wilson 1989;Markham and Peter 2003). When researching for my state-of-the-art article on video and language learning some years ago (Vanderplank 2010), I came across fascinating work in India by Brij Kothari and his colleagues in the context of Indian illiteracy and sub-literacy. ...
Chapter
For the last 70 years, people have held on to the belief that one should be able to learn a foreign or second language from watching TV programs, films, and other audiovisual material in a foreign language. After all, TV and films provide rich resources for language learning with the added benefit of motivating content and familiarity with the medium. No teacher, no classroom, no textbook can provide the richness, range, and variety of language available in television and films. Nowadays, when we say “video” in the context of learning a language in informal settings, we can mean a multiplicity of resources which, only 20 years ago, simply did not exist. Video material may be found on a streaming or broadcaster’s website or in DVD format or, if broadcast, as a scheduled broadcast and on “catch‐up” or as a “box set,” or as a podcast. Viewers may watch the video material on a variety of devices, more or less portable, from smartphones through tablets, laptops and PCs to smart TVs. Informal learners also have a great deal more choice and control about what they watch, when they watch it and how they watch it compared to 20 years ago. It is this profound change in the opportunities to engage in informal language learning through video which has altered the nature of the task, allowing learners to exploit the affordances of technology in ways which could barely have been imagined 20 years ago. In this chapter, I attempt to capture the scope and scale of video and informal language learning today as reported in surveys and empirical research together with our understanding of the processes which underpin such informal learning.
... Research about the use of videos (whether online or not) offers rich discussion on numerous aspects of FL learning. For example, videos can have positive effects on content learning (Bahrani, 2014;Bush, 2000) by improving vocabulary (Secules et al., 1992), knowledge of the target culture (Dubreil, 2006;Herron, Corrie, Dubreil, & Cole, 2002;Zhou, 1999), speaking (Yu, 2012), listening (Markham, 1989(Markham, , 1999Markham & Peter, 2003), reading (Yu, 2012), and writing skills (Curry, 1999;Leland, 1994). Online videos also have been considered to be an effective means of developing academic literacy skills, learner identities, and critical thinking (Berk, 2009;Curry, 1999;Choi &Yi, 2012;Liontas, 1992;Youngbauer, 2013). ...
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Abstract American college Chinese as Foreign Language (CFL) education is in need of an emic understanding of the learners, and CFL learners commonly have experience with informally learning Chinese from watching online videos. Informal learning has been recognized as one of the most powerful factors in Foreign Language (FL) development. While it has been commonly practiced, little research on informal CFL learning from watching online videos is available. CFL learning from videos is a complex process. Understanding the learners’ experience of informally learning Chinese from watching online videos is crucial for advancing the traditional CFL learning practices. Such an understanding is important for creating a socially oriented learning environment while taking into account both inter- (social) and intra-level (personal) factors in FL learning. Grounded in Sociocultural Theory (SCT) in Second Language Acquisition (SLA), this study fills this gap in the research on CFL. This is a multiple qualitative case study focused on three CFL participants’ informal learning experiences from watching videos. The data was collected through 12 sequentially designed, in-depth interviews, 30 participatory observations, three clip-elicitation conversations, and document analysis focused on three case participants. Using Constant Comparative Methods (CCM) in Grounded Theory (GT) as the data analysis method, this study found there were four prominent affordances from video learning: 1) providing a window for authentic conversation, 2) teaching Chinese native-like speech, 3) depicting Chinese social realities, and 4) offering a way of assessment. Videos are not always harmonious with CFL learning. There were also challenges. The interviews, field notes from observations,and document analysis suggest that the participants lacked verisimilitude in the Chinese video watching due to four main challenges. Specifically, the participants struggled to understand 1) Chinese internet cultural references (e.g., internet shortenings, buzzwords, and/or abbreviations), 2) contemporary Chinese cultural references (e.g., contemporary collectivist cultural values and cultural history in the 1990s in China), 3) traditional Chinese cultural references (e.g., dynastic knowledge and classical poems), and 4) the fast speed of video conversations. This study contributes to the existing body of knowledge in the field of FL education in general and CFL education in particular.
... Meanwhile, Markham & Peter (2003) proposed that L1 subtitles may be more useful to low-level learners, which in turn supported Guillory's (1998) Simpsons with subtitles and she discovered that children or beginner ESL learners fixate more on words than adults, adolescents or more proficient learners who skipped words in the subtitles more in their L1 than the L2. She concluded that L1 subtitles may be more appropriate for learners whose vocabulary size is small and higher proficiency levels can use L2 subtitles to aid L2 learning. ...
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The aim of this study is two-fold: first, it explores the effects of captions in audiovisual support in pragmatic development; and second, it investigates the role of proficiency when learning pragmatics with captioned/non-captioned audiovisual material. This study was triggered by the increasing interest in ILP in bringing together both theoretical and practical frameworks in the study of pragmatics. Twenty-nine EFL learners were assigned to two groups (captioned/non-captioned). The participants were exposed to one season of a TV show; however, neither of the groups received instruction on pragmatics. In order to test pragmatic development (requests and suggestions), a WDCT was used before and after watching the show. Although the results showed a significant change in some of the request and suggestion strategies, captions did not seem to have a significant effect on the participants’ responses. Regarding proficiency, no conclusive results could be drawn from the data of the present study.
... A spectrum of studies has shown that it helps learners connect auditory to visual input, which may aid form-meaning mapping-a key process contributing to second language acquisition (SLA). Moreover, many scholars find that it helps to improve L2 listening, reading comprehension skills (Danan 2004;Markham and Peter 2003), and vocabulary acquisition. Winke et al. (2010) support the use of captioned videos, which can be implemented in online, hybrid, and blended-instruction courses, as a good resource for presenting native speaker voices, particularly for less-commonly taught languages, such as Arabic and Chinese, with non-Latin scripts. ...
Chapter
Teaching e-literature (electronic literature) is an academic space for both explorations and contestations in the East. However, the East is not a monolithic location or space; the East that lies near and within the Pacific is still divided, based on the countries’ locations and economic statuses. The Philippines, as a country located specifically in the Southeast of the Pacific, is still experiencing several struggles over teaching and creating e-literature, a part of the ‘Digital Humanities’ that cultivate and nourish, while at the same time deconstructing different forms of art. Teaching in the twenty-first century is already a huge challenge for every pedagogue; thus, to teach e-literature is another challenge that both educators and school administrators have to work on and excel at when they prepare their students for the future. Not only ‘teaching’ and ‘e-literature’ or Digital Humanities (in the broader sense) are sites that should be considered and interrogated critically under different researches focusing on these new trends in academia, but also ‘location’ should be taken into consideration within this field. This essay interrogates and presents the complications of teaching e-literature, once it is juxtaposed to ‘location’. Studying location vis-à-vis teaching and e-literature creates tension and nuances that, once critically interrogated and examined, appear since location can either denote resistance or acceptance when analysed through the lenses of post-colonial theory. This chapter presents the multileveled and varied reaction of a Southeast Pacific country towards Digital Humanities, due to their former colonialisation and to their social and economic statuses that, in spite of technology’s invasions across the world e-literature or Digital Humanities, are still outside or weak on the Philippines’ academic radar. Our perception of e-literature is currently affected by such forces as cultural and economic ones, which makes teaching e-literature almost impossible. But because of the current changes in education in the Philippines, our perception on e-literature is now possibly able to change. Teaching e-literature in our classrooms now can open up a space of mutual understanding and for bridging the widening gaps between science, technology, and the humanities.
... A spectrum of studies has shown that it helps learners connect auditory to visual input, which may aid form-meaning mapping-a key process contributing to second language acquisition (SLA). Moreover, many scholars find that it helps to improve L2 listening, reading comprehension skills (Danan 2004;Markham and Peter 2003), and vocabulary acquisition. Winke et al. (2010) support the use of captioned videos, which can be implemented in online, hybrid, and blended-instruction courses, as a good resource for presenting native speaker voices, particularly for less-commonly taught languages, such as Arabic and Chinese, with non-Latin scripts. ...
Chapter
Traditionally, there is a dichotomy of spoken and written language facility, but a new kind of ‘biliteracy’ seems to have emerged, whereby there is now one way to write a language in the online medium and another to write it offline. Be that as it may, online literacy could also be a source of influence on the offline literacy, just as speech has affected written literacy. For instance, contraction is now found in the latter. One big area of online literacy is gaming literacy, which is the focus of this paper. The impact of gaming literacy and justification for this study can be indirectly seen in the revenue statistics of online gaming. While parents of some youngsters often complain that online games ‘fracture’ their children’s language, this paper seeks to argue that gaming literacy not only is a creative development of language but also has its pedagogical potential for even aiding the acquisition of a second language (L2). This chapter begins with some brief discussion of gamer talk characteristics, followed by an explicit focus on gamer slang (“ludolects”), and then, with the aid of questionnaire findings and some literature reviews, goes on to explore the bigger picture: gaming literacy’s pedagogical implications in terms of “paratextuality”, social identity and learner autonomy.
Chapter
This volume presents research on second language learning through audiovisual input, conducted within the SUBTiLL (Subtitles in Language Learning) project at the University of Barcelona. It includes studies exploring various language dimensions and skills, such as vocabulary, pronunciation, and reading, while also considering learner factors, such as language learning aptitude and proficiency. Two distinctive features of this collective volume are 1) the inclusion of children and teenagers as participants in studies, addressing the gap concerning young learners in this line of research, and 2) an emphasis on longitudinal studies, enhancing the ecological validity of the findings. The studies in this volume also showcase a diverse range of research instruments, from eye-tracking to retrospective interviews, enriching our comprehension of this innovative research area. A concluding chapter synthesizes these findings, linking them to prior research and advancing our understanding of the role of audiovisual input in language acquisition.
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The binge-watching phenomenon on college campuses in Taiwan inspired this study. The researcher often overhears her students chatting about which Mandarin TV series they have been binge-watching recently. Given this drama fever, which may provide an impetus for sustained reading of on-screen text, the researcher is concerned with English vocabulary growth if the viewing habit shifts from Mandarin to English subtitles. A corpus of over 5.6 million English-subtitled words from 37 Mandarin dramas was compiled, totaling 1,238 episodes. The operational measures involved the ranked twenty-five 1000-word-family lists along the British National Corpus and the Corpus of Contemporary American English word-frequency scale. Results show that Mandarin drama English subtitles reached the 2000–3000 word-family levels at 95% text coverage and extended to the 4000–5000 levels at 98% coverage subject to genres. EFL Mandarin drama fans may encounter most words from each of the 1st to 6th 1000-word-family lists twelve times or more for potential learning by continually watching up to 24 English-subtitled Mandarin dramas. Moreover, twenty participants expressed their views on watching English-subtitled Mandarin dramas to a certain level of agreement. For extensive reading practitioners, the results may be a reference concerning what vocabulary level EFL learners may attain if they binge-watch English-subtitled Mandarin dramas in their leisure time.
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Background/purpose. The popularity of foreign-language films and shows with subtitles has been driven by their cost-effectiveness in comparison to audio dubbing. The primary objective of this research was to explore the reading and viewing behaviors of proficient learners in the contemporary era, characterized by significant progress in eye-tracking technologies. These advancements have provided researchers with the capability to precisely analyze eye fixation patterns, offering valuable insights into how individuals engage with written and visual content. Materials/methods. The study's focus was on adults between the ages of 20 and 40 years old who watched videos with English language soundtracks and Standard Arabic subtitles, as well as videos with Moroccan Arabic and Standard Arabic soundtracks and subtitles. To assess the impact of different subtitling speeds on reading behavior, participants were exposed to varying speeds. Also, a detailed questionnaire was administered to the participants after the sessions in order to obtain further information and the collected data were then analyzed using descriptive statistics. Practical implications. The findings of this study revealed that doctoral candidates spent less time focusing on the subtitles, and some even completely ignored them. Master's students exhibited similar eye movement patterns to the doctoral candidates, while undergraduates had longer fixation times on the subtitles. Conclusion. This research provides valuable insights into how the speed of subtitles influences viewer behavior and has implications for language learning and the production of audiovisual content. By understanding how different subtitling speeds affect reading behavior, language learners and content creators can make informed decisions to enhance the learning experience and optimize the production of audiovisual materials. Ed-Dali | 8
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This study compares effects of brief exposure to L1 subtitled, L2 captioned, and reverse subtitled audiovisual input on three aspects of vocabulary learning: meaning, form, and pronunciation of target language words. A within-subjects design was used, in which three video clips in the different viewing modes were shown to ten L1 Spanish participants who underwent a pre-test, post-test, and delayed post-test of English terms that each occurred in just one of the videos. The tests measured recognition of meaning, form, and pronunciation through translation into the L1, dictation, and reading the target words aloud with native speaker ratings, respectively. The findings show statistically significant gains in producing the accurate written form of vocabulary in reverse subtitled and L2 captioned video clips, and mixed results for the other variables, including statistically significant gains in pronunciation of vocabulary with L1 subtitles.
Article
En situation d'apprentissage des langues secondes, le numérique permet-il une centration ou entraine-t-il, au contraire, une division de l'attention portée au matériel langagier ? Favorise-t-il son traitement, dans quelles conditions, pour quels apprenants ? La psychologie cognitive décrit différentes dimensions de l'attention : la sélection d'informations, le traitement et la manipulation de ces informations en mémoire, ou encore la prise de conscience et le contrôle de son action. Dans ce texte, ces différentes facettes de l'attention permettent d'examiner, résultats d'expérimentations à l'appui, ce que le numérique modifie du point de vue de la répartition des ressources attentionnelles, quand il s'agit d'apprendre une langue seconde.
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This study investigates the differential effects of monolingual (L1 or L2) and bilingual (L1+L2) subtitles on students’ receptive vocabulary acquisition. In light of the widespread use of bilingual subtitles in videos in language classrooms with limited supportive literature available, this study aims at examining the pedagogical effects of bilingual subtitles on receptive vocabulary acquisition in the L2 classroom. A seven-week quasi-experimental study was conducted among four year-3 English-major classes in a Chinese university: three treatment groups and one control group. Adopting a counterbalanced design, students in the treatment classes were exposed to three types of subtitles within three videos. They were then tested on recall and recognition of the vocabulary target items encountered in the videos. The results demonstrate a significant advantage for bilingual subtitling in videos in terms of students’ vocabulary recognition and recall at post-test, and this advantage is maintained at the delayed post-test. Implications of the study are discussed in the context of current pedagogical practices such as a wider L1 use in the L2 classrooms.
Article
This current study examined the effects of full captions (n = 37), keyword captions (n = 38), and no captions (n = 37) on students’ ability to gain pictorial knowledge from a 5 minutes and 52 seconds French language video. After completing a pre-vocabulary recognition test to determine the level of equality between groups, students watched the video and immediately completed a post-visual recognition test and a post-recall protocol test to determine students’ visual content gain and/or recall. Overall, the keyword captions group responded to visual questions about the video just as well as the no captions group, and somewhat better than the full captions group. In addition, the no captions group significantly outperformed the keyword and full captions groups on visual recall. Based on eye-tracking data, the more one looked within the captions field, the less one gained visually from the video. These results have implications for how one designs L2 video lessons with captions.
Article
With the light that literature has shed on the merits of authentic videos, this paper aims to foreground two video input enhancement activities, namely annotating and captioning and argue that when embedded in authentic videos, annotations and captions aid EFL learners’ vocabulary acquisition and thus English listening comprehension. To this end, annotations and captions are discussed on the theoretical grounds of Multimodality and the Interactionist Theory of Second Language Acquisition (SLA). The paper concludes with implications for language teachers as to the use of input-enhanced authentic videos for educational purposes in the listening classroom. Keywords: listening comprehension, authentic videos, input enhancement, multimodality, interactionist theory
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Connected speech produced by native speakers poses a challenge to second language learners. Video subtitles have been found to assist the decoding of English connected speech for learners of English as a foreign language (EFL). However, the presence of subtitles may divert the listeners’ attention to the visual cues while paying less attention to the speech signals. To test this proposal, we employed a bi-modal audio-visual listening test and examined whether EFL listeners were able to correctly identify the connected speech when misleading subtitles were present. We further tested whether connected speech with words of lower frequency further reduced the accuracy rate. Twenty-eight adolescent EFL learners, all with more than 10 years of experiences in learning English in schools, were tested with three major types of connected speech phonological processes, namely assimilation, elision, and juncture. The results of statistical analyses showed that matched and mismatched subtitles facilitated the comprehension of both familiar and unfamiliar connected speech. Error analyses revealed the degree of item-specific variations across the three types of connected speech processes as well as across the three subtitling conditions. This research provides insights on the immediate and long-term impact of subtitles on the decoding of English connected speech.
Article
Captioned video is widely used to enhance L2 learners’ exposure to oral input beyond the classroom setting and captioning has been found to provide an instantaneous, useful visual aid for parsing and understanding L2 oral discourse. Notwithstanding, a recent meta-analysis has shown that captioning exerts a selective effect on L2 learners with different profiles. This study investigated whether L2 learners’ modality preferences (visual vs. auditory) and working memory capacity (high vs. low) would modulate the effect of full captions on L2 listening outcome. Results from 60 participants revealed that both cognitive variables impacted their L2 listening to different extents. Notably, working memory capacity modulates the impact of L2 learners’ preferred modality on their listening outcome. Modality preference did not exert any significant impact on the listening outcome of L2 learners with lower working memory capacity. For L2 learners with high working memory capacity, their modality preference played a pivotal role in modulating their listening outcome; in this case, auditory learners had the best listening performance viewing the video without captions, whereas visual learners did best when watching the captioned video. These findings speak to the need for taking individual differences into consideration when employing captioned videos.
Conference Paper
A massive open online course (MOOC) is a free Web-based distance learning program that is designed for the participation of large numbers of geographically dispersed students. MOOCs provide unlimited participation and open access via the web to knowledge in diverse fields. The hype surrounding MOOCs can be best manifested when the New York Times declared 2012 the "year of the MOOC" (Pappano, 2012). They have become an important, innovative learning resource and strategy in Taiwan as well. In response to such a global trend, this study was therefore designed to incorporate a scientific MOOC-Child Nutrition and Cooking, offered by Stanford University, USA on Coursera-into the curriculum of an undergraduate Chinese-English translation class in a university in Taiwan. The research aimed to offer students an interdisciplinary learning experience between food science and languages to strengthen their translation ability. In addition to knowledge acquisition and bilingual terminology data collection, a focus was placed on the English-to-Chinese subtitling project of the MOOC videos. Using advanced subtitling software, students in the program were divided into small groups of three-to-five people to translate concertedly the English captions into Chinese subtitles as their term project. Then each group's translation was presented both orally and in written form in class. Moreover, students' translation quality and performance were critiqued and discussed with the entire class. Finally, a questionnaire was administered at the end of the training to understand students' responses to the blended model, and to evaluate students' learning effects, including learning interest, motivation, and the use of subtitling software. The procedures of the study, and the findings of the questionnaire and their implications will be analyzed and reported in this paper.
Article
Drawing on narratives (Jones, 2016; Jones & Walton, 2018) from bilingual technical communication projects, this article makes a case for the importance of considering language access and accessibility in crafting and sharing digital research. Connecting conversations in disability studies and language diversity, the author emphasizes how an interdependent (Price, 2011; Price & Kerchbaum, 2016), intersectional (Crenshaw, 1989; Medina & Haas, 2018) orientation to access through disability studies and translation can help technical communication researchers to design and disseminate digital research that is accessible to audiences from various linguistic backgrounds and who also identify with various dis/abilities.
Chapter
Research has shown that the flipped classroom approach enhances student learning by creating a more interactive and dynamic environment which offers greater flexibility in terms of time, location, and pace of study. Different from the traditional pattern of teaching, students can access teaching and learning content through online interactive activities prior to class and prepare themselves for desired tasks. However, few studies have been undertaken to investigate its impact on student learning outcomes in second language acquisition. Traditional models of Chinese language teacher education generally focus on knowledge-based transmission such as second language learning and acquisition. Nevertheless, recent research has demonstrated that teaching a second language should be context-based. In most Australian universities, language units other than Chinese (e.g. Japanese, French, and German) are currently offered online. To bridge this gap, a set of audio-visual materials were designed and developed to help students flip the classroom as part of a pilot study that adopted a functional model of language teaching. This current study expanded upon the preliminary body of work and investigated second language (L2) learners’ use of captions while watching videos in Chinese and its impact on expected learning outcomes. Both quantitative and qualitative research methods were employed to gain students’ perceptions of (a) how the captioned videos affected their second language acquisition in their undergraduate Chinese language units and (b) their learning experiences in a flipped class. The research findings provide a theoretical and practical framework for the design of a teaching model for language teachers other than Chinese, one that supports the development of dynamic activities, enhances interaction, and enables flipped learning in the classroom. The results shed light on this current trend in teacher education, promoting the application of innovative pedagogical practices using technology in the digital era.
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It is thought that in order to comprehend general conversation at the native-speaker level, it is necessary to know thousands of word families. Vocabulary learning is therefore a vital component to attaining proficiency in a language. The revolution in digital and information technology has dramatically transformed the landscape of resources available to language students. Learners increasingly have access to audio-visual, meaning-focused input, such as DVDs and streamed video material. Studies indicate that such materials can be used as linguistic input to facilitate incidental vocabulary learning, in the same way extensive reading (ER) uses graded readers have traditionally been used for the same purpose. The current study sought to measure the effect of watching a single movie in English, with English captions, on the ability of Japanese students to recall a selection of words taken from the movie script. The results revealed a significant increase in students’ ability to recall the words directly after watching the movie. From a list of 42 target words, the mean number of words recalled increased by 1.7 (4.05%) words after viewing. The result suggests that meaning-focused audio-visual input such as movies are a valuable supplementary resource for language learners, which can help provide a welcome boost their rate of vocabulary acquisition.
Thesis
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This dissertation addresses research gaps in second / foreign language (L2) vocabulary learning by investigating issues surrounding multimedia annotations, word concreteness, and individualized instruction. Two experiments were conducted with beginner learners of L2 German who used Voka, an online flashcard-based multimedia program for intentional vocabulary learning designed by the author of this dissertation. Experiment 1 explored the effectiveness of annotations for vocabulary learning by also considering word concreteness and variation in annotation effectiveness among learners. Using a within-subjects design, 72 participants studied 15 abstract and 15 concrete German nouns. For each word, learners received a translation, an example sentence, and one of five annotation clusters that address the form, meaning and / or use of a word: PG) picture, gloss of example sentence, DG) definition, gloss, PA) picture, audio pronunciation, DA) definition, audio, or PAGD) picture, audio, gloss, definition. An immediate vocabulary posttest revealed that for both abstract and concrete words, annotation clusters containing a picture are significantly more effective than clusters without a picture. The delayed posttest data showed, however, that all annotation clusters are equally effective for abstract and concrete words. Furthermore, both posttests demonstrated that abstract words are significantly harder to learn than concrete words in all annotation clusters and that the effectiveness of annotation clusters varies across learners. Experiment 2 constructed an individualized learning environment by considering the effectiveness of different annotation clusters on learner performance in experiment 1 to then examine the additional effect of two presentation sequences of annotation clusters on L2 vocabulary learning. Using a between-subjects design, 68 participants studied another 28 nouns with Voka. The FIX group received a fixed presentation sequence that showed all words in each learner's most effective annotation cluster. The ALT group received an alternating presentation sequence of each learner's two most effective annotation clusters by studying 14 words in each cluster. The results showed that presentation sequence has no effect on L2 vocabulary learning. The dissertation discusses the implications of the findings of both experiments and identifies potential avenues for future research. Keywords: second language acquisition (SLA); computer-assisted language learning (CALL); computer-assisted vocabulary learning (CAVL); multimedia vocabulary annotations; picture annotations; definition annotations; audio annotations; gloss annotations; word concreteness; imageability; individualized instruction; German as a foreign language
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One theory of second language acquisition argues that children's competence in a second language is a function of the amount of "comprehensible input" acquirers receive and understand, without formal instruction in reading or grammar. To examine this hypothesis, this study analyzes whether comprehensible input in the form of captioned television might influence bilingual students' acquisition of vocabulary and conceptual knowledge in science. The 129 bilingual seventh and eighth graders in the study were assigned to one of the following groups: (1) captioned television; (2) traditional television without captioning; (3) reading along and listening to text; and (4) textbook only. Students in these groups either viewed or read 3 units from a science series, twice a week for a period of 12 weeks. Pretest checklist vocabulary tests and prior knowledge pretests were administered before the study of each unit; vocabulary measures analyzing a continuum of word knowledge of 90 target words were administered, along with a written retelling activity analyzing recall of science information. An analysis of word-related and video-related factors suggested that contexts providing explicit information yielded higher vocabulary gains. Further analysis indicated that those who were more proficient in English learned more words from context than others. These results suggest that along with the development of instructional strategies sensitive to differing levels of bilingualism, comprehensible input may be a key ingredient in language acquisition and reading development. (JL)
Article
This study investigated the effects of closed-captioned TV (CCTV) on the listening comprehension of intermediate English as a second language (ESL) students. Thirty students with intermediate levels of ESL proficiency participated in this study. Since vocabulary/phrase acquisition and comprehension are main factors that influence the success/failure of listening comprehension, this research also examined the effects of CCTV on these two subscales. The correlations between the listening comprehension and other factors—starting age of ESL instruction, length of time in the United States, length of ESL instruction, length of time in private language schools, length of time with tutors, and length of time traveling in English speaking countries—were inspected as well. Subjects' perceptions of the effects of CCTV on ESL learning were also covered in the study. The results of the research showed that CCTV helped ESL students' general comprehension, vocabulary acquisition, and listening comprehension. However, all other factors examined in the study, such as age of starting ESL instruction, length of ESL instruction, etc., did not correlate with the listening comprehension test.
Article
The purpose of this study was to examine the effects of captioned television on the incidental vocabulary acquisition of seventy-two inmates of a Pennsylvania correctional facility. Participants viewed nine science information segments over a period of nine weeks. They were randomly assigned to one of two groups. One group of inmates was exposed to the science video segments with captions and the other group viewed the same science video material without captions. No definitions or explanations of the target science words were given during the brief science orientation sessions that took place on a weekly basis. Three posttests were administered to assess the participants' acquisition of the targeted vocabulary words. The tests consisted of word recognition, sentence anomaly, and word meaning measures. A brief television viewing questionnaire was also developed to assess the participants' perception of knowledge gained via the science videos and their opinion of the use of captions with such material. The...
Article
Since 1980, many popular television programs on ABC, NBC and PBS have been closed‐captioned. These captions are subtitles which present a steady stream of written language with video and audio reinforcement. While the captions were originally developed for the hearing impaired, there is considerable potential for their use with hearing populations. This article describes two projects which involved teachers using closed‐captioned television materials to develop skills in the areas of comprehension, vocabulary, and oral reading fluency with hearing remedial readers, Positive evaluations by teachers and students suggest that this area merits further investigation.
Article
ABSTRACT  The purpose of this study was to examine the effects of captioned videotapes on advanced, university-level ESL students' listening word recognition. A total of 118 ESL students participated in the study. The videotaped materials consisted of episodes from two separate educational television programs concerning whales and the civil rights movement. The results for both passages revealed that the availability of captions significantly improved the ESL students' ability to recognize words on the videotapes that also appeared on the subsequent listening-only (listening stems and alternatives) multiple-choice tests. Recommendations for using captions to enhance second language student listening and reading comprehension are included.
Article
Subtitled television programs seem to provide a rich context for foreign language acquisition. Moreover, viewers are generally quite motivated to understand what is shown and said on television. The present study investigated whether children in Grades 4 and 6 (N = 246) learn English words through watching a television program with an English soundtrack and Dutch subtitles. Children were randomly assigned to one of three experimental conditions: (a) watching an English television program with Dutch subtitles, (b) watching the same English program without subtitles, and (c) watching a Dutch television program (control). The study was carried out using a 15-min documentary about grizzly bears. Vocabulary acquisition and recognition of English words were highest in the subtitled condition, indicating that Dutch elementary school children can incidentally acquire vocabulary in a foreign language through watching subtitled television programs.