Language Learning and Technology online Journal, Volume 14, Number 1 pp. 65–86, February 2010
Source: http://llt.msu.edu/vol14num1/winkegasssydorenko.pdf
Author: Paula Winke, Susan Gass, and Tetyana Sydorenko
Michigan State University
Year of Publication: February 2010
The aim of this research is to find out the effects of L2 learners’ use of captions while watching videos in a foreign language and doing activities following it. The researchers investigate how far does the captions support or aid their understanding of content and vocabulary rather than the videos without captions. They would also like to find out when a video is viewed twice, would it be more effective for learners to have the aid of captions on the first or second time viewing. Furthermore they would like to investigate if the proficiency of participants are affected by the captioning order. The methodology used was gathering participants to watch three different videos with each video twice. Once with captions and another one without captions. For each target language, one group saw captions on the first time viewing and the other group the second time viewing. Videos for this project were prepared from three short English-language documentaries with the captions added to the videos. Following the video, the participants were required to answer comprehension and vocabulary tests. Out of one hundred and fifty participants who participated in this study, twenty six volunteered to be interviewed after the tests to know their reactions. The subjects were taken from a large Midwestern University in the United States of America. They were either the second or fourth year learning Spanish, Russian, Arabic or Chinese. The findings however show that learners who saw the videos with captions both times performed significantly higher on the vocabulary test with written input, as well as the vocabulary test than those who saw the videos without captions both times. Learners who saw captions during the first viewing performed significantly higher on the aural vocabulary test than those who saw captions on the second viewing. The effect of order was not significant for the written vocabulary or comprehension test. Learners who viewed captions first obtained slightly higher scores on the written vocabulary test than those who saw captions second, but this difference was not significantly different and learners with captions first obtained approximately the same scores on the comprehension test as those who saw captions second. With the question of whether proficiency differences affect any benefits related to the ordering effects of captions, the results show there were no significant interactions among language, year, or captions ordering for any test. The researches used an inductive approach to analyze the interview conducted and identified five factors which are learners have a need for multiple input modalities, they reinforce and confirm what is taken in aurally, they affect learners’ attention to the input aid with the decomposition and/or analysis of language and captions are sometimes viewed as a support.
Overall the research was interesting because the samples were taken from different language backgrounds therefore the results were more valid than just having one language group. It made a discovery that captions are beneficial because they result in greater depth of processing by focusing attention, reinforce the acquisition of vocabulary through multiple modalities, and allow learners to determine meaning through the unpacking of language chunks. Nonetheless, the research lacked in standardization. Not all target languages were conducted equally. Spanish learners were the only participants who had two additional groups. They had the opportunity to watch the videos both with captions and another group both without the captions. It would be better if all language learners had the privilege to have equal groups for the researcher to study on. Furthermore, the subjects were taken from year two and year four learners and the distribution of total subjects was not equal between the two levels. In addition to this, a broader level of proficiency level among the participants should be have been included, such as the year 1 and year three students to help retrieve a wider rage of findings. Another flaw in this research is that the total of volunteers that were interviewed was too little. From one hundred and fifty participants, only twenty six were interviewed. It would be a better and accurate finding if all participants were interviewed. Implications of the research in the teaching in and learning of ESL in the Malaysian context would be that it would be a good suggestion to conduct a class by watching videos with captions as it helps reduce listener anxiety, activate selective as well as global listening strategies and promote automaticity in processing. Captions however are not to be confused with subtitles. Subtitles translate to the native language while captions are still in the form of given language. Therefore It does not necessarily mean that it would make students become less attentive while listening, however it helps enhance both reading and listening skills in one situation.
Overall the research was interesting because the samples were taken from different language backgrounds therefore the results were more valid than just having one language group. It made a discovery that captions are beneficial because they result in greater depth of processing by focusing attention, reinforce the acquisition of vocabulary through multiple modalities, and allow learners to determine meaning through the unpacking of language chunks. Nonetheless, the research lacked in standardization. Not all target languages were conducted equally. Spanish learners were the only participants who had two additional groups. They had the opportunity to watch the videos both with captions and another group both without the captions. It would be better if all language learners had the privilege to have equal groups for the researcher to study on. Furthermore, the subjects were taken from year two and year four learners and the distribution of total subjects was not equal between the two levels. In addition to this, a broader level of proficiency level among the participants should be have been included, such as the year 1 and year three students to help retrieve a wider rage of findings. Another flaw in this research is that the total of volunteers that were interviewed was too little. From one hundred and fifty participants, only twenty six were interviewed. It would be a better and accurate finding if all participants were interviewed. Implications of the research in the teaching in and learning of ESL in the Malaysian context would be that it would be a good suggestion to conduct a class by watching videos with captions as it helps reduce listener anxiety, activate selective as well as global listening strategies and promote automaticity in processing. Captions however are not to be confused with subtitles. Subtitles translate to the native language while captions are still in the form of given language. Therefore It does not necessarily mean that it would make students become less attentive while listening, however it helps enhance both reading and listening skills in one situation.
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Maybe the only Non-native speakers of English available were Spanish. 5.8/10
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