The Effects of Captions on L2 Learners' Comprehension of Vlogs

Autor/in	Aldukhayel, Dukhayel
Titel	The Effects of Captions on L2 Learners' Comprehension of Vlogs
Quelle	In: Language Learning & Technology, 25 (2021) 2, S.178-191 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-3501
Schlagwörter	Visual Aids; Second Language Learning; Second Language Instruction; English (Second Language); Language Proficiency; Video Technology; Listening Comprehension; Short Term Memory; Cognitive Ability; Multiple Choice Tests; Language Tests; Language Processing; Audio Equipment; Semitic Languages; Males; College Students; Arabs; Native Language + Suchen Sie Ihr Suchwort? Anschauungsmaterial; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Hörverständnis; Kurzzeitgedächtnis; Denkfähigkeit; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Language test; Sprachtest; Sprachverarbeitung; Audio-CD; Arabisch; Hebräisch; Male; Männliches Geschlecht; Collegestudent; Arab; Araber
Abstract	This study investigated the effects of captions on the listening comprehension of vlogs. A total of 96 EFL learners watched three vlogs under one of three conditions: L2 captions, L1 captions, and no captions. Each group included low-, mid-, and high-level proficiency learners. The vlogs differed in the pictorial support of the audio, with Vlog 1 being highly supported, Vlog 2 being partially supported, and Vlog 3 being slightly supported by pictorial images. After each vlog, the participants took a multiple-choice test measuring their comprehension of details. Afterwards, participants completed a questionnaire about their perception of captions. The findings suggest that the availability of captions may not necessarily lead to better listening comprehension because students, particularly lower proficiency learners, were unable to simultaneously process the multiple modalities (images, audio, and captions) due to their limited capacities of working memory and cognitive load. High-proficiency learners achieved better comprehension than low-and mid-proficiency learners and achieved their best comprehension with L2 captions. A significant increase in comprehension of vlogs caused by high pictorial support was detected, with the inverse relationship also being true. Analysis of the questionnaire indicated that participants consider L2 captions useful. For both L2 and L1 captions, students think that their listening comprehension would decrease without captions. When considering vlogs for L2 listening, language proficiency and pictorial support are better indicators of levels of comprehension. Captions might be beneficial when learners' proficiency level is high. When visual images are highly supportive for the audio, better comprehension of vlogs is likely. (As Provided).
Anmerkungen	National Foreign Language Resource Center at University of Hawaii. 1859 East-West Road #106, Honolulu, HI 96822. e-mail: llt@hawaii.edu; Web site: https://www.lltjournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01