Effects of Multimedia Courseware Subtitling on the Speaking Performance of College Students of French

Borrás, Isabel; Lafayette, Robert C.

doi:10.1111/j.1540-4781.1994.tb02015.x

Cited by 155 publications

(37 citation statements)

References 14 publications

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“…Learners in the subtitled state also involved in their descriptions more of the unique language used in the movie. Again, there is confirmation that learners who are showing to L2 subtitled movie show a progressive emotional reaction to this watching method (see e.g., Borras & Lafayette, 1994).…”

Section: B Captionsmentioning

confidence: 76%

“…Ghasemboland and Nafissi (2012), Markham (1999) also conclude from their studies that the existence of captions significantly promoted the students' listening word identification of English language. There is confirmation that learners who are open to second langugae subtitled film reveal a optimistic demonstrative reply to this watching system (Borras & Lafayette, 1994;Vanderplank, 1988Vanderplank, , 1990). Thus we can conclude that the improvement in phrasal verb knowledge of learners can be because of the English captions.…”

Section: Journal Of Language Teaching and Research 379mentioning

confidence: 84%

“…Subtitled videotapes have been used for instruction of some aspects of language abilities (Price, 1983;Koskinen, Wilson & Jensema, 1985;Borras & Lafayette, 1994). Chang (2004) shows that foreign videos, mainly when subtitled, increase viewers' motivation to gain the languages of those movies.…”

Section: Introductionmentioning

confidence: 99%

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The Effects of Using English Captions on Iranian Intermediate EFL Students Learning of Phrasal Verbs

Pasban

Forghani

Nouri

2015

JLTR

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Abstract-Phrasal verbs are regularly used in spoken English. Because of the difficulties experienced by Iranian EFL students in learning phrasal verbs (Khatib & Ghannadi, 2011), the present study intended to examine the effects of using English captions on Iranian EFL learners' learning of phrasal verbs in terms of recognition and production. A language proficiency test was managed to 68 EFL learners, among whom 60 intermediate learners were chosen as the participants of the study. They were randomly assigned into two groups: control group and experimental group. Prior to giving any instruction, the researcher administered a pre-test. Then, students in the experimental group watched video clip with captions whereas learners in the control group received video clips without captions. To compare improvement between and within each group t-test analyses were conducted. The result of the study indicated that the learners in the experimental group outperformed those of control group in their writing performance. So, watching English captioned movies affects student's phrasal verb knowledge.

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Section: B Captionsmentioning

confidence: 76%

Section: Journal Of Language Teaching and Research 379mentioning

confidence: 84%

See 1 more Smart Citation

The Effects of Using English Captions on Iranian Intermediate EFL Students Learning of Phrasal Verbs

Pasban

Forghani

Nouri

2015

JLTR

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“…Based upon the past research by Hsu (1994) and Borras & Lafayette (1994), Hypotheses 2-4 were constructed.…”

Section: Discussionmentioning

confidence: 99%

“…Past research in the areas of modification of input (Hsu, 1994) and video captioning (Borras, 1993;Borras & Lafayette, 1994;Garza, 1991) all indicate positive relationships between simultaneous input of audio-visual information with textual information and student recall and comprehension. Garza explained that he was initially concerned that the learners would be overloaded by trying to interpret both input modes at once, but that the learners with video captioning demonstrated higher comprehension levels than a control group.…”

Section: Conflict With Past Researchmentioning

confidence: 99%

A quantitative interaction analysis of an authentic CALL environment: New Dynamic English

Tower

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This study describes second language learners' use of interactional options (e.g., a glossary usage) within New Dynamic English, a listening-based computer-assisted language learning (CALL) program produced by DynEd International. The study then elaborates on the students' use of options and how it relates to the students' performances within the program and their second language (L2) learning. Student choices in an interactive multimedia environment and modification of input are discussed. Results from this study, though they conflict with past research, have important implications for future L2 teachers and researchers in second language acquisition (SLA) and CALL. This study was performed in an authentic learning environment and points out the benefits, drawbacks, and the need for much more authentic learning research. Though computer-assisted language learning (CALL) was first implemented in the 1960s, much of the learning was more or less "drill and practice" in its approach (Warschauer, 1996). It was not until the early 1980s that more communicative approaches to language learning influenced CALL to become more interactive, take on multimedia capacities, and offer students options as to how they interacted with a program (ibid.). Since that time, due to the rapid increases in technology and importance of the microcomputer in society, CALL has now become a tool that many language teachers are unable to overlook (Levy, 1996;Warschauer, 1996). Interactive multimedia CALL, and CALL in general, has become a technology which is expanding faster than language teachers and researchers can keep up (Levy, 1996). By the time a program has existed long enough be tested and thoroughly researched, technological advances have encouraged the use of different and faster programs. In view ofthe current situation, studies have shifted from the 1980s where much research was focused on differences between CALL and non-CALL environments to now, where research is more focused on the effectiveness of software and the choices learners make (Kolich, 1991). Purpose of the StudyThis study describes second language learners' use of interactional options (e.g., a glossary usage) within New Dynamic English, a listening-based CALL program produced by DynEd International, Inc. The study then elaborates on the students' use of options and how it relates to the students' performances within the program. It draws upon correlational data 2 gathered from student interaction to analyze the effects of the software on the students' second language (L2) learning. RationaleThis study is useful for both theoretical and practical purposes. Theory in second language acquisition (SLA) suggests that learners need to interact with the target language to acquire it. Computer programs like the one analyzed in this study, which offer students options and allow them to interact with the language, may be able to help students begin to use the language effectively and draw closer to understanding how to use the language in actual environments (Harless, Zeir, ...

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Computer Assisted Language Learning

Chapelle¹

2008

The Handbook of Educational Linguistics

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With the advance of computer technology and the growth of interest in the use of computers for education, it is necessary for language teachers to become aware of the application of computers in second language learning and teaching. In other words, language teachers need to know about the basics of Computer-Assisted Language Learning (CALL) in order not to be left behind in the use of instructional technology for enhancing learning and teaching. SYNOPSISThis course provides language teachers with an introduction to theory and practice of CALL. Course topics include theoretical bases for CALL; current trends and issues of CALL research; language teachers' roles in CALL environments; the development and use of CALL applications such as multimedia/hypermedia materials and Internet tools; and strategies for integrating CALL into second language programs.

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Effects of Multimedia Courseware Subtitling on the Speaking Performance of College Students of French

Cited by 155 publications

References 14 publications

The Effects of Using English Captions on Iranian Intermediate EFL Students Learning of Phrasal Verbs

The Effects of Using English Captions on Iranian Intermediate EFL Students Learning of Phrasal Verbs

A quantitative interaction analysis of an authentic CALL environment: New Dynamic English

Computer Assisted Language Learning

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