Observations of Real-Time Captioning in the Elementary English Language Learner Classroom

Abstract

This qualitative study reviews the effects of real-time captioning on vocabulary acquisition of a novice elementary English language learner (ELL). Triangulation of data was completed through review of teacher journaling, captioning transcripts, and student pretest and posttest assessments. Results illuminate improved retention and usage of English during the captioned class sessions. Findings are discussed through the lens of the Hawthorne effect and social development theory. The researcher explores implications for ELL teachers, school administrators, and institutions of higher education. doi: 10.1002/tesj.137In the age of high-stakes testing, in which all students are assessed and school funding is directly tied to those assessment outcomes, educators should tap into any advantage to help English language learners (ELL) become proficient at a faster rate than the 5 to 10 years typically assigned (Cummins, 1984). Because of the extensive understanding of how language is learned, and with information garnered from previous closed-captioning studies, it is imperative to study the effects of using real-time captioning in ELL classrooms. This study examines the effects of real-time captioning on vocabulary acquisition of a novice-level elementary ELL in an ELL classroom.