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The impact of keyword and full video captioning on listening comprehension
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Aug 3, 2016
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2016-08-03 (1)
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Abstract
This study investigates the effect of two types of captioning (full and keyword captioning) on listening comprehension. Thirty-six university-level EFL students participated in the study. They were randomly assigned to watch three video clips under three conditions. The first group watched the video clips with full captions. The second group watched the same video clips with keyword captions. The control group watched the video clips without captions. After watching each clip, participants took a listening comprehension test. At the end of the experiment, participants completed a questionnaire to measure their perceptions about the use of captions and the video clips they watched. Results indicated that the full captioning group significantly outperformed both the keyword captioning and the no captioning group on the listening comprehension tests. However, this study did not find any significant difference between the keyword captioning group and the no captioning group. Results of the survey suggest that keyword captioning were a source of distraction for participants.
Keywords: captions, video, listening comprehension, ESL.
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How to Cite
The impact of keyword and full video captioning on listening comprehension. (2016). Global Journal of Foreign Language Teaching, 6(3), 112–120. https://doi.org/10.18844/gjflt.v6i3.1657
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References
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Graham, S. (2006). Listening comprehension: the learners’ perspective. System, 34(2), 165-182.
Guillory, H. G. (1998). The effects of keyword captions to authentic French video on learner comprehension. CALICO Journal, 15(1-3), 89-108.
Huang, H. C., & Eskey, D. E. (1999). The effects of closed-captioned television on the listening comprehension of intermediate English as a second language (ESL) students. Journal of Educational Technology Systems, 28(1), 75-96.
King, J. (2002). Using DVD feature films in the EFL classroom. Computer Assisted Language Learning, 15(5), 509-523.
Lavery, M. (1984). Active Viewing Plus. Oxford: Modern English Publications, Ltd.
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Montero,P, M., Peters, E., & Desmet, P. (2013). Is less more? Effectiveness and perceived usefulness of keyword and full captioned video for L2 listening comprehension. ReCALL, 26(1), 21-43.
Montero, P, M., Peters, E., Clarebout, G., & Desmet, P. (2014). Effects of captioning on video comprehension and incidental vocabulary learning. Language Learning & Technology, 18 (1), 118-141.
Neuman, S. B., & Koskinen, P. (1992). Captioned television as comprehensible input: Effects of incidental word learning from context for language minority students. Reading Research Quarterly, 27(1), 95-106.
Park, M. (2004). The effects of partial captions on Korean EFL learners’ listening comprehension (Unpublished doctoral dissertation), University of Texas at Austin.
Price, K. (1983) Closed-captioned TV: An untapped resource. MATSOL Newsletter, 12, 1-8.
Pujola, J.T. (2002) CALLing for help: researching language learning strategies using help facilities in a web-based multimedia program. ReCALL, 14(2), 235-262.
Rooney, K. (2014). The Impact of Keyword Caption Ratio on Foreign Language Listening Comprehension. International Journal of Computer-Assisted Language Learning and Teaching, 4(2), 11-28.
Vandergrift, L. (2011). Second language listening. Presage, process, product, and pedagogy. In: Hinkel, E. (ed.), Handbook of Research in Second Language Teaching and Learning. New York/London: Routledge, 455-471.
Vanderplank, R. (1988). The value of teletext sub-titles in language learning. English LanguageTeaching Journal, 42(4), 272-281.
Winke, P., Gass, S., & Sydorenko, T. (2010). The effects of captioning videos used for foreign language listening activities. Language Learning & Technology, 14(1), 65-86. Retrieved from: http://llt.msu.edu/vol14num1/winkegasssydorenko.pdf
Anderson, J. R. (1995). Cognitive psychology and its implications. 4th ed. New York: Freeman.
Baltova, I. (1999). Multisensory language teaching in a multidimensional curriculum: The use of authentic bimodal video in core French. The Canadian Modern Language Review, 56(1), 32-48.
Chung, J. (1999). The effects of using video texts supported with advance organizers and captions on Chinese college students’ listening comprehension: An empirical study. Foreign Language Annals, 32(3): 295-308.
Garza, T. J. (1991). Evaluating the use of captioned video materials in advanced foreign language learning. Foreign Language Annals, 24(3), 239-258.
Goh, C. C. (2000). A cognitive perspective on language learners’ listening comprehension problems. System, 28(1), 55-75.
Graham, S. (2006). Listening comprehension: the learners’ perspective. System, 34(2), 165-182.
Guillory, H. G. (1998). The effects of keyword captions to authentic French video on learner comprehension. CALICO Journal, 15(1-3), 89-108.
Huang, H. C., & Eskey, D. E. (1999). The effects of closed-captioned television on the listening comprehension of intermediate English as a second language (ESL) students. Journal of Educational Technology Systems, 28(1), 75-96.
King, J. (2002). Using DVD feature films in the EFL classroom. Computer Assisted Language Learning, 15(5), 509-523.
Lavery, M. (1984). Active Viewing Plus. Oxford: Modern English Publications, Ltd.
Markham, P. (2001). The influence of culture-specific background knowledge and captionson second language comprehension. Journal of Educational Technology Systems, 29(4), 331-343.
Montero,P, M., Peters, E., & Desmet, P. (2013). Is less more? Effectiveness and perceived usefulness of keyword and full captioned video for L2 listening comprehension. ReCALL, 26(1), 21-43.
Montero, P, M., Peters, E., Clarebout, G., & Desmet, P. (2014). Effects of captioning on video comprehension and incidental vocabulary learning. Language Learning & Technology, 18 (1), 118-141.
Neuman, S. B., & Koskinen, P. (1992). Captioned television as comprehensible input: Effects of incidental word learning from context for language minority students. Reading Research Quarterly, 27(1), 95-106.
Park, M. (2004). The effects of partial captions on Korean EFL learners’ listening comprehension (Unpublished doctoral dissertation), University of Texas at Austin.
Price, K. (1983) Closed-captioned TV: An untapped resource. MATSOL Newsletter, 12, 1-8.
Pujola, J.T. (2002) CALLing for help: researching language learning strategies using help facilities in a web-based multimedia program. ReCALL, 14(2), 235-262.
Rooney, K. (2014). The Impact of Keyword Caption Ratio on Foreign Language Listening Comprehension. International Journal of Computer-Assisted Language Learning and Teaching, 4(2), 11-28.
Vandergrift, L. (2011). Second language listening. Presage, process, product, and pedagogy. In: Hinkel, E. (ed.), Handbook of Research in Second Language Teaching and Learning. New York/London: Routledge, 455-471.
Vanderplank, R. (1988). The value of teletext sub-titles in language learning. English LanguageTeaching Journal, 42(4), 272-281.
Winke, P., Gass, S., & Sydorenko, T. (2010). The effects of captioning videos used for foreign language listening activities. Language Learning & Technology, 14(1), 65-86. Retrieved from: http://llt.msu.edu/vol14num1/winkegasssydorenko.pdf