Impacts of Captioned Movies on Listening Comprehension

Abusaied Janfaza, Saghar Javidi Jelyani, Afshin Soori

Abstract


With the advent of technology, the implication of authentic multimedia-based teaching materials are using widely in language classrooms. Technology can be in service of teaching different skills such as listening, reading, speaking and writing. Among these skills listening comprehension is a skill in which the learners have problems to master. Regarding this issue, utilizing captions for the education purposes has been a good motivation for conducting some research on the effects of captions of listening skills. However, it seems that there is a gap in the literature whether to use captioned movies in the classroom and whether they are effective in improving listening comprehension. Many studies have been conducted on this issue. However, their findings are conclusive. While some studies refer to the effectiveness of using captions, others revel that they are not so effective for improving the learner’s language skills. Hence, the present study is a review of the effects of captioned movies on the improvement of listening skill. In this case, the findings of this study can clarify the role of using captioned movies in improving the listening skill

Keywords: captioned movie, technology, listening comprehension, instruction


Full Text:

PDF

References


Ausubel, D. P. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology, 51, 267-272.

Berne, J. E. (1995). How does varying pre-listening activities affect second language listening comprehension? Hispania, 78, 316-329.

Chung, J. M. (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, 295-308.

Chung, J. M., & Huang, S. C. (1998). The effects of three aural advance organizers for video viewing in a foreign language classroom. System, 26, 553-565.

Danan, M. (2004). Captioning and subtitling: Undervalued language learning strategies. Meta, 49(1), 67–77.

Diao, Y., Chandler, P. & Sweller, J. (2007). The effect of written text on comprehension of spoken English as a foreign language. American Journal of Psychology, 120(2), 237-261.

Froehlich, J. (1988). German videos with German subtitles: A new approach to listening comprehension development. Die Unterrichtspraxis/Teaching German, 21(2), 199-203.

Garza, T. (1991) Evaluating the use of captioned video materials in advanced foreign language learning. Foreign Language Annals, 24(3): 239–258.

Goodwin-Jones, R. (2007) Digital video update: YouTube, Flash, High-Definition. Language Learning & Technology, 11(1): 16–21.

Grgurovic, M. & Hegelheimer, V. (2007) Help options and multimedia listening: students’ use of subtitles and the transcript. Language Learning and Technology, 11(1), 45-66.

Guillory, H. G. (1999). The effect of keyword captions to authentic French video on learner comprehension. CALICO Journal, 15(1-3), 89-108.

Hanley, J. E. B., Herron, C. A. & Cole, S. P. (1995). A Comparison Study of Two Advance Organizers for Introducing Beginning Foreign Language Students to Video. The Modern Language Journal, 79, 387-396.

Hayati, A. and Mohmedi, F. (2011) The effect of films with and without subtitles on listening comprehension of EFL learners. British Journal of Educational Technology, 42(1): 181–192.

Herron, C. A. (1994). An investigation of the effectiveness of using an advance organizer to introduce video in the foreign language classroom. The Modern Language Journal, 78, 190-198.

Hwang, Y. L. (2004) The effect of the use of videos captioning on English as a foreign language on college students’ language learning in Taiwan (Unpublished doctoral dissertation). Ann, Arbor MI: UMI.

Krashen, S. (1981). Second Language Acquisition and Second Language Learning, Pergamon Press, New York, 1981.

Krashen, S. (1985). Inquiries & Insights. Second Language Teaching: Immersion and Bilingual Education, Literacy, Alemany Press, Hayward, California

Lepper, M. R., Corpus, J. H. and Iyengar, S. S. (2005) Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97(2): 184–196.

Leveridge, A. N. & Yang, J. C. (2012). Effect of Medium: A Conceptual Framework for the removal of Supporting Captions for EFL Listening Comprehension in Multimedia Instructional Delivery. Proceedings from the: 15th International CALL Research Conference. Taichung, Taiwan.

Leveridge, A. N., & Yang, J. C. (2013). Testing learner reliance on caption supports in second language listening comprehension multimedia environments. ReCALL, 25(2), 199-214.

Leveridge, A. N., & Yang, J. C. (2014). Learner perceptions of reliance on captions in EFL multimedia listening comprehension. Computer Assisted Language Learning, 27(6), 545-559.

Li, C. H. (2009). The use of advance organizers to prepare college students to listen in the foreign language classroom. Taiwan Journal of TESOL, 6(1), 83-110.

Markham, P. L. et al. (2001). The effects of native language vs. target language captions on foreign language students’ DVD video comprehension. Foreign Language Annals, 34 (5), 439-445.

Mayer, R. E. (2001) Multimedia learning. New York: Cambridge University Press.

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.

Robin, R. (2007). Commentary: learner-based listening and technological authenticity. Language

Learning & Technology, 11 (1), 109–115.

Smidt, E. & Hegelheimer, V. (2004). Effects of online academic lectures on ESL listening comprehension, incidental vocabulary acquisition and strategy use. Computer Assisted Language Learning, 17(5), 517–556.

Stewart, M., & Pertusa, I. (2004). Gains to language learners from viewing target language closed-captioned films. Foreign Language Annals, 37 (3), 438-447.

Sun, Y. & Dong, Q. (2004). An experiment on supporting children’s English vocabulary learning in multimedia context. Computer Assisted Language Learning, 17 (2), 131-147.

Taylor, G. (2005). Perceived processing strategies of students watching captioned video. Foreign Language Annals, 38 (3), 422-427.

Teichert, H. U. (1996). A comparative study using illustration, brainstorming, and questions as advance organizers in intermediate college German conversation classes. The Modern Language Journal, 80, 509-517.

Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40 (3), 191–210.

Wilberschied, L., & Berman, P. M. (2004). Effect of using photos from authentic video as advance organizers on listening comprehension in an FLES Chinese class. Foreign Language Annals, 37, 534-543.

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.


Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2013-2019 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.