The Effect of Different Modes of English Captioning on EFL learners’ General Listening Comprehension: Full text Vs. Keyword Captions

Behroozizad, Sorayya; Majidi, Sudabeh

doi:10.7575/aiac.alls.v.6n.4p.115

Cited by 3 publications

(1 citation statement)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Still, a beneficial role of subtitles was assumed in these studies and the investigative focus remained on their degree of facilitation. However, as implied by the poor listening comprehension performances in EFL learners with various language backgrounds who can readily access subtitles (e.g., Chinese: Chung, 1999;French: Guillory, 1998;Spanish: Markham & Peter, 2003;Russian: Winke et al, 2010), we suspect that subtitles may not facilitate the acquisition of connected speech under all circumstances and reducing any anxieties triggered when listening to non-L1 speech (Behroozizad & Majidi, 2015), the negative aspects of subtitles require further investigation.…”

Section: The Use Of Subtitles In Non-immersive English Environmentsmentioning

confidence: 94%

The Differential Effects of Subtitles on the Comprehension of Native English Connected Speech Varying in Types and Word Familiarity

et al. 2020

View full text Add to dashboard Cite

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.

show abstract

Section: The Use Of Subtitles In Non-immersive English Environmentsmentioning

confidence: 94%

The Differential Effects of Subtitles on the Comprehension of Native English Connected Speech Varying in Types and Word Familiarity

et al. 2020

View full text Add to dashboard Cite

show abstract

The Relationship between Media Literacy and Listening Comprehension among Iranian Intermediate EFL Learners

Zarei¹,

parhizkari²

2017

View full text Add to dashboard Cite

This study aimed to investigate the relationship between media literacy and listening comprehension among Iranian intermediate EFL learners. To this end, after conducting Michigan Test of English Language Proficiency (MTELP), 84 Iranian EFL learners at intermediate levels of English language proficiency were selected. Then, the media literacy questionnaire (Media Literacy Self-assessment Scale (MLSS)), developed by Chang et al. (2011), with 13 items and a listening comprehension test (TOEFL Listening: Lecture (1) (2015)) with ten multiple-choice questions was used to measure the learners’ media literacy and their level of listening comprehension ability. To test the possible correlation between media literacy and the learners’ listening comprehension, the Pearson correlation coefficient was used. The findings revealed that there was a positive relationship between media literacy and listening comprehension.

show abstract

Video or audio listening tests for English language teaching context: which is more effective for classroom use?

Karjo

Winiharti

Arsyad

2022

J. appl. linguist. lit.

View full text Add to dashboard Cite

Multimodal inputs (both auditory and visual) in the forms of films and videos have long been used in teaching EFL listening comprehension. Previous studies have shown that listening while watching videos can significantly aid students’ comprehension. However, videos were rarely used as testing materials since they contained more than aural input so they did not ‘really’ test listening. This study explored the extent to which multimodal testing materials can be used in testing listening comprehension for EFL students and how the results would differ from that of mono modality testing materials. The participants were 100 students of the English Department, Bina Nusantara University (henceforth Binus) University Jakarta. The researchers gave them two kinds of tests: the video listening test (VLT) and audio listening test (ALT). The materials were two short videos from YouTube. The first test, ALT was given after the participants listened to the videos twice. On the contrary, VLT was administered after they watched the videos twice. To examine the differences in the effects of VLT or ALT on EFL students’ performance in listening comprehension, the data were analyzed quantitatively. The results indicate that students got better scores for VLT compared to ALT. The findings imply that students’ performance in listening comprehension is significantly improved with multimodal testing materials

show abstract

The Effect of Different Modes of English Captioning on EFL learners’ General Listening Comprehension: Full text Vs. Keyword Captions

Cited by 3 publications

References 23 publications

The Differential Effects of Subtitles on the Comprehension of Native English Connected Speech Varying in Types and Word Familiarity

The Differential Effects of Subtitles on the Comprehension of Native English Connected Speech Varying in Types and Word Familiarity

The Relationship between Media Literacy and Listening Comprehension among Iranian Intermediate EFL Learners

Video or audio listening tests for English language teaching context: which is more effective for classroom use?

Contact Info

Product

Resources

About