Saudi Students' Attitudes to the Use of Subtitles to Improve Their Listening Skills

Autor/in	Alzamil, Abdulrahman
Titel	Saudi Students' Attitudes to the Use of Subtitles to Improve Their Listening Skills
Quelle	In: Arab World English Journal, 13 (2022) 1, S.486-494 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Alzamil, Abdulrahman)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-9327
Schlagwörter	Listening Skills; Visual Aids; Second Language Learning; Second Language Instruction; Student Attitudes; Semitic Languages; English (Second Language); Positive Attitudes; Video Technology; Undergraduate Students; Learning Processes; Foreign Countries; Skill Development; Listening Comprehension; Teaching Methods; Saudi Arabia + Suchen Sie Ihr Suchwort? Anschauungsmaterial; Zweitsprachenerwerb; Fremdsprachenunterricht; Schülerverhalten; Arabisch; Hebräisch; English as second language; English; Second Language; Englisch als Zweitsprache; Learning process; Lernprozess; Ausland; Kompetenzentwicklung; Qualifikationsentwicklung; Hörverständnis; Teaching method; Lehrmethode; Unterrichtsmethode; Saudi-Arabien
Abstract	The role of subtitles in improving listening skills is a controversial issue in the literature of second language (L2) learning. This study attempted to investigate L2 learners' attitudes to the use of subtitles when watching English audio-visual materials. Investigating L2 learners' attitudes to the use of subtitles may have implications for designing listening courses in education organisations around the world. The study recruited 63 Saudi third-year students from an English department at a Saudi university. The data was collected by means of a closed-ended questionnaire containing 23 Likert-scale items. The results indicated that most participants: a) agreed that listening skills are important; b) had more positive attitudes to the use of English subtitles (captions) than to Arabic subtitles; c) expressed positive attitudes to people who use articles; and d) acknowledged that the use of captions had a greater positive impact on L2 learning than either Arabic subtitles or no subtitles at all. (As Provided).
Anmerkungen	Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01