Hostname: page-component-5b777bbd6c-j65dx Total loading time: 0 Render date: 2025-06-21T05:08:13.852Z Has data issue: false hasContentIssue false
  • English
  • Français

Déjà vu? A decade of research on language laboratories, television and video in language learning

Published online by Cambridge University Press:  10 December 2009

Robert Vanderplank
Robert Vanderplank*
Affiliation:
Language Centre, University of Oxford, UKrobert.vanderplank@lang.ox.ac.uk
Get access Rights & Permissions [Opens in a new window]

Abstract

The developments in the last ten years in the form of DVD, streaming video, video on demand, interactive television and digital language laboratories call for an assessment of the research into language teaching and learning making use of these technologies and the learning paradigms underpinning them. This paper surveys research on language teaching and learning using these and older technologies since 1999, and maps out some pointers for future research. The evidence suggests that research on video and language learning using DVD and other recent technologies is already well established, bringing out a number of issues for further study. In contrast, research-led implementation of the enhanced functionality of digital language laboratories is hardly in its infancy and much language laboratory use is marginal at best.

Type
State-of-the-Art Article
Information
Language Teaching , Volume 43 , Issue 1 , January 2010 , pp. 1 - 37
Copyright
Copyright © Cambridge University Press 2009

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

Arteaga, D. L. (2000). Articulatory phonetics in the first-year Spanish classroom. The Modern Language Journal 84.3, 339–354.CrossRefGoogle Scholar
Baltova, I. (1999). Multisensory language teaching in a multidimensional curriculum: the use of authentic bimodal video in core French. The Canadian Modern Language Review/La Revue canadienne des langues vivantes 56.1, 31–48.CrossRefGoogle Scholar
Barge, M. (2009). Teaching techniques for multimedia language labs: Final report. http://www.cemll.ulster.ac.uk/admin/documents/docs/Queen_MaryCEMLL_Final%20Report.pdf.Google Scholar
Barr, D., Leakey, J. & Ranchoux, A. (2005). TOLD like it is! An evaluation of an integrated oral development pilot project. Language Learning & Technology 9.3, 55–78.Google Scholar
Bean, R. M. & Wilson, R. M. (1989). Using closed captioned television to teach reading to adults. Reading Research and Instruction 28.4, 27–37.CrossRefGoogle Scholar
Bianchi, F. & T. Ciabattoni (2008). Captions and subtitles in EFL learning: An investigative study in a comprehensive computer environment. In Baldry, A., Pavesi, M. & Torsello, C. Taylor (eds.), From didactas to ecolingua. Trieste: Edizioni Università di Trieste, 69–80.Google Scholar
Bird, S. (2005). Language learning edutainment: Mixing motives in digital resources. RELC Journal 36.3, 311–339.CrossRefGoogle Scholar
Bird, S. A. & Williams, J. N. (2002). The effect of bimodal input on implicit and explicit memory: An investigation into the benefits of within-language subtitling. Applied Psycholinguistics 23.4, 509–533.CrossRefGoogle Scholar
Brett, P. [A.] (1997). A comparative study of the effects of the use of multimedia on listening comprehension. System 25.1, 39–53.CrossRefGoogle Scholar
Brett, P. [A.] (1998). Using multimedia: A descriptive investigation of incidental language learning. Computer Assisted Language Learning 11.2, 179–200.CrossRefGoogle Scholar
Brett, P. A. (2001). Too many media in my multimedia? A study of the effects of combinations of media on a recall task. In Brett, P. A. (ed.), CALL in the 21st century: Proceedings of the ESADE/IATEFL conference, June/July 2000, Barcelona. Whitstable, Kent: IATEFL, section 3.1, 1–20.Google Scholar
Bufe, W. & Viallon, V. (2001). Rencontre de la didactique et de la communication: la vidéo sur le terrain. Vidéo et médiation interculturelle dans l'apprentissage des langues. Dialogues et cultures 44, 145–157.Google Scholar
Bush, M. D. (2000). Digital Versatile Disc (DVD): The new medium for interactive video. CALICO Journal 17.3, 453–474.CrossRefGoogle Scholar
Caimi, A. (2006). Audiovisual translation and language learning: The promotion of intralingual subtitles. The Journal of Specialised Translation 6, 85–98.Google Scholar
Chang, S. (not dated). The interaction between schemata and subtitles. www.ntut.edu.tw/~wwwoaa/journal/39-1/39-1-14p.pdf.Google Scholar
Chapple, L. & Curtis, A. (2000). Content-based instruction in Hong Kong: Student responses to film. System 28.3, 419–433.CrossRefGoogle Scholar
Chen, L. & Oller, J. W. Jr. (2005). Indexical relations and sound motion pictures in L2 curricula: The dynamic role of the teacher. The Canadian Modern Language Review/La Revue canadienne des langues vivantes 62.2, 263–284.CrossRefGoogle Scholar
Chung, J-M. (1999). The effects of using video text supported with advance organizers and captions on Chinese college students’ listening comprehension: An empirical study. Foreign Language Annals 32.3, 295–308.CrossRefGoogle Scholar
Chung, J-M. (2002). The effects of using two advance organizers with video texts for the teaching of listening in English. Foreign Language Annals 35.2, 231–241.CrossRefGoogle Scholar
Coniam, D. (2001). The use of audio or video comprehension as an assessment instrument in the certification of English language teachers: A case study. System 29.1, 1–14.CrossRefGoogle Scholar
Cooper, R., Lavery, M. & Rinvolucri, M. (1991). Video. Oxford: Oxford University Press.Google Scholar
Cross, J. (2009). Effects of listening strategy instruction on news videotext comprehension. Language Teaching Research 13.2, 151–176.CrossRefGoogle Scholar
Danaher, M. & Danaher, P. (1998). The benefits of language laboratories for learning Japanese as a foreign language. Language Learning Journal 18.1, 50–55.CrossRefGoogle Scholar
Danan, M. (1995). Reversed subtitling and dual coding theory: New directions for foreign language instruction. In Harley, B. (ed.), Lexical issues in language learning. Ann Arbor, MI: Language Learning/John Benjamins, 253–282.Google Scholar
Danan, M. (2004). Captioning and subtitling: Undervalued language learning strategies. Meta 49.1, 67–77. http://www.erudit.org/revue/meta/2004/v49/n1/009021ar.html.CrossRefGoogle Scholar
d'Ydewalle, G. & Pavakanun, U. (1996). Le sous-titrage à la télévision facilite-t-il l'apprentissage des langues? In Gambier, Y. (ed.), Les transferts linguistiques dans les médias audiovisuels. Paris: Presses universitaires du Septentrion, 217–223.CrossRefGoogle Scholar
d'Ydewalle, G. & Pavakanun, U. (1997). Could enjoying a movie lead to language acquisition? In Winterhoff-Spurk, P. & der Voort, T. Van (eds.), New horizons in media psychology. Opladen, Germany: Westdeutscher-Verlag, 145–155.CrossRefGoogle Scholar
d'Ydewalle, G. & Van de Poel, M. (1999). Incidental foreign-language acquisition by children watching subtitled television programs. Journal of Psycholinguistic Research 28.3, 227–244. [Reprinted as M. Van de Poel & G. d'Ydewalle (2001). In Y. Gambier & H. Gottlieb (eds.), (Multi) media translation: Concepts, practices, and research. Amsterdam & Philadelphia: John Benjamins, 259–273.]CrossRefGoogle Scholar
d'Ydewalle, G. & Rensbergen, J. Van (1989). Developmental studies of text-picture interactions in the perception of animated cartoons with text. In Mandl, H. & Levin, J. R. (eds.), Knowledge acquisition from text and pictures. Amsterdam: North-Holland, 233–248.CrossRefGoogle Scholar
Fallahkhair, S., Masthoff, J. & Pemberton, L. (2004). Learning languages from interactive television: Language learners reflect on techniques and technologies. In Cantoni, L. & McLoughlin, C. (eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2004. Chesapeake, VA: AACE, 4336–4343. http://www.editlib.org/p/11700.Google Scholar
Feak, C. B. & Salehzadeh, J. (2001). Challenges and issues in developing an EAP video listening placement assessment: A view from one programme. English for Specific Purposes 20.5, 477–493.CrossRefGoogle Scholar
Gallagher, M. (1978). Good television and good teaching: Some tensions in educational practice. Educational Broadcasting International 11.4, 203–206.Google Scholar
Garrison, R. (2000). Theoretical challenges for distance education in the 21st century: A shift from structural to transactional issues. International Review of Research in Open and Distance Learning 1.1. http://www.icaap.org/iuicode?149.1.1.2.CrossRefGoogle Scholar
Goldman, M. & Goldman, S. (1988). Reading with closed−captioned TV. Journal of Reading, 31.5, 458.Google Scholar
Grgurovic, M. & Hegelheimer, V. (2007). Help options and multimedia listening: Students’ use of subtitles and the transcript. Language Learning & Technology 11.1, 45–66.Google Scholar
Gruba, P. (2004). Understanding digitized second language videotext. Computer Assisted Language Learning 17.1, 51–82.CrossRefGoogle Scholar
Gruba, P. (2006). Playing the videotext: A media literacy perspective on video-mediated L2 listening. Language Learning & Technology 10.2, 77–92.Google Scholar
Halliday, M. A. K. (1989). Spoken and written language. Oxford: Oxford University Press.Google Scholar
Herbert, M. (2004). The use of DVD in foreign language learning: Strategies used by learners for meaning focused and form focused tasks. Final year project, Trinity College, Dublin. https://www.cs.tcd.ie/courses/csll/projects4.html.Google Scholar
Herron, C., Cole, S. P., York, H. & Linden, P. (1998). A comparison study of student retention of foreign language video: declarative versus interrogative advance organiser. The Modern Language Journal 82.2, 237–247.CrossRefGoogle Scholar
Herron, C., Cole, S. P., Corrie, C. & Dubreil, S. (1999a). The effectiveness of a video-based curriculum in teaching culture. The Modern Language Journal 84.4, 518–533.CrossRefGoogle Scholar
Herron, C., Corrie, C., Cole, S. P. & Henderson, P. (1999b). Do prequestioning techniques facilitate comprehension of French video? The French Review 72.6, 1076–1090.Google Scholar
Herron, C., Dubreuil, S., Cole, S. P. & Corrie, C. (2000). Using instructional video to teach culture to beginning foreign language students. CALICO Journal 17.3, 395–429.CrossRefGoogle Scholar
Herron, C., Dubreil, S., Corrie, C. & Cole, S. P. (2002). A classroom investigation: Can video improve intermediate-level French language students’ ability to learn about a foreign culture? The Modern Language Journal 86.1, 36–53.CrossRefGoogle Scholar
Herron, C., York, H., Corrie, C. & Cole, S. P. (2006). A comparison study of the effects of a story-based video instructional package versus a text-based instructional package in the intermediate-level foreign language classroom. CALICO Journal 23.2, 281–307.CrossRefGoogle Scholar
Holobow, N., Lambert, W. E. & Sayegh, L. (1984). Pairing script and dialogue: Combinations that show promise for second or foreign language acquisition. Language Learning 34.4, 59–74.CrossRefGoogle Scholar
Hoven, D. (1999). A model for listening and viewing comprehension in multimedia environments. Language Learning and Technology 3.1, 88–103.Google Scholar
Huang, H - C. & Eskey, D. E. (1999)–2000. The effects of closed-captioned television on the listening comprehension of intermediate English as a foreign language (ESL) students. Journal of Educational Technology Systems 28.1, 75–96.CrossRefGoogle Scholar
Hulstijn, J. H. (2003). Connectionist models of language processing and the training of listening skills with the aid of multimedia software. Computer Assisted Language Learning 16.5, 413–425.CrossRefGoogle Scholar
Hurd, S., Beaven, T. & Ortega, A. (2001). Developing autonomy in a distance language learning context: Issues and dilemmas for course writers. System 29.3, 341–355.CrossRefGoogle Scholar
Koolstra, C. M. & Beentjes, J. W. J. (1999). Children's vocabulary acquisition in a foreign language through watching subtitled television programs at home. Educational Technology Research & Development 47.1, 51–60.CrossRefGoogle Scholar
Kothari, B. (1999). Same language subtitling: Integrating post literacy development and popular culture on television. Media and Technology for Human Resource Development 11.3, 111–117.Google Scholar
Kothari, B., Pandey, A. & Chudgar, A. (2004). Reading out of the ‘idiot box’: Same-language subtitling on television in India. Information Technologies and International Development 1.3, 23–44.CrossRefGoogle Scholar
Kothari, B., Takeda, J., Joshi, A. & Pandey, A. (2002). Same language subtitling: A butterfly for literacy? International Journal of Lifelong Education 21.1, 55–66.CrossRefGoogle Scholar
Kramsch, C. & Andersen, R. W. (1999). Teaching text and context through multimedia. Language Learning & Technology 2.2, 31–42.Google Scholar
Lam, Y. (2000). Technophobia or technophilia? A preliminary look at why second language teachers do or do not use technology in their classrooms. The Canadian Modern Language Review/La Revue canadienne des langues vivantes 56.3, 389–420.CrossRefGoogle Scholar
Lambert, W. E. & Holobow, N. E. (1984). Combinations of printed script and spoken dialogues that show promise for beginning students of a foreign language. Canadian Journal of Behavioural Science 16.1, 1–11.CrossRefGoogle Scholar
Laurillard, D. (1991). Mediating the message: Programme design and students’ understanding. Instructional Science 20.1, 3–24.CrossRefGoogle Scholar
Mackey, M. (2002). Literacies across media: Playing the text. London: RoutledgeFalmer.Google Scholar
MacKnight, F. (1983). Video in English language teaching in Britain. In McGovern, J. (ed.), Video applications in English language teaching. Oxford: Pergamon Press & the British Council (ELT Documents 114), 1–16.Google Scholar
Markham, P. (1989). The effects of captioned videotapes on the listening comprehension of beginning, intermediate, and advanced ESL students. Educational Technology 29.10, 38–41.Google Scholar
Markham, P. [L.] (1999). Captioned videotapes and second-language listening word recognition. Foreign Language Annals 32.3, 321–328.CrossRefGoogle Scholar
Markham, P. [L.] (2000–2001). The influence of culture-specific background knowledge and captions on second language comprehension. Journal of Educational Technology Systems 29.4, 331–343.CrossRefGoogle Scholar
Markham, P. [L.] & Peter, L. (2003). The influence of English language and Spanish language captions on foreign language listening/reading comprehension. Journal of Educational Technology Systems 31.3, 331–341.CrossRefGoogle Scholar
Markham, P. L., Peter, L. A. & McCarthy, T. J. (2001). The effects of native language vs. target language captions on foreign language students’ DVD video comprehension. Foreign Language Annals 34.5, 439–445.CrossRefGoogle Scholar
Meinhof, U. H. (1998). Language learning in the age of satellite television. Oxford: Oxford University Press.Google Scholar
Mills, N., Herron, C. & Cole, S. (2004). Teacher-assisted versus individual viewing of foreign language video: Relation to comprehension, self-efficacy, and engagement. CALICO Journal 21.2, 291–316.CrossRefGoogle Scholar
Moore, Z. (2006). Technology and teaching culture: What Spanish teachers do. Foreign Language Annals 39.4, 579–594.CrossRefGoogle Scholar
Neuman, S. B. & Koskinen, P. S. (1990). Using captioned television to improve the reading proficiency of language minority students. Falls Church, VA: National Captioning Institute.Google Scholar
Okan, Z. (2008). Computing laboratory classes as language learning environments. Learning Environments Research 11.1, 31–48.CrossRefGoogle Scholar
Paivio, A. (1986). Mental representation: A dual-coding approach. New York: Oxford University Press.Google Scholar
Patterson, J. L. (2002). Relationship of expressive vocabulary to frequency of reading and television experience among bilingual toddlers. Applied Psycholinguistics 23.4, 493–508.CrossRefGoogle Scholar
Pavakanun, U. & d'Ydewalle, G. (1992). Watching foreign television programs and language learning. In Engel, F. L., Bouwhuis, D. G., Bősser, T. & d'Ydewalle, G. (eds.), Cognitive modelling and interactive environments in language learning. Berlin & New York: Springer, 193–198.CrossRefGoogle Scholar
Pemberton, L., Fallahkhair, S. & J. Masthoff, J. (2005). Learner-centred development of a mobile and iTV language learning support system. Educational Technology & Society 8.4, 52–63.Google Scholar
Pérez-Paredes, P. (2002). From rooms to environments: Techno-short-sightedness and language laboratories. International Journal of English Studies 3.1, 59–80.Google Scholar
Price, K. (1983). Closed-captioned TV: An untapped resource. MATESOL Newsletter 12, 1–8.Google Scholar
Pujolá, J.-T. (2002). CALLing for help: Researching language learning strategies using help facilities in a web-based multimedia program. ReCALL 14.2, 235–262.CrossRefGoogle Scholar
Robinson, J. P. & Levy, M. R. (1986). The main source. Beverley Hills, CA: Sage.Google Scholar
Roby, W. B. (2004). Technology in the service of foreign language teaching: The case of the language laboratory. In Jonassen, D. H. (ed.), Handbook of research on educational communications and technology (2nd edn.). Mahwah, N.J.: Lawrence Erlbaum, 523–541.Google Scholar
Rybak, S. (1980). Learning languages from the BBC: Research into courses for adults. London: British Broadcasting Corporation.Google Scholar
Salaberry, M. R. (2001). The use of technology for second language learning and teaching: A retrospective. The Modern Language Journal 85.1, 39–56.CrossRefGoogle Scholar
Salomon, G. & Leigh, T. (1984). Predispositions about learning from print and television. Journal of Communication 34.2, 119–135.CrossRefGoogle Scholar
Savignon, S. J. (1972). Communicative competence: An experiment in foreign language teaching. Philadelphia, PA: Center for Curriculum Development.Google Scholar
Shea, P. (2000). Leveling the playing field: A study of captioned interactive video for second language learning. Journal of Educational Computing Research 22.3, 243–263.CrossRefGoogle Scholar
Seels, B., Fullerton, K., Berry, L. & Horn, L. J. (2004). Research on learning from television. In Jonassen, D. H. (ed.), Handbook of research on educational communications and technology (2nd edn.). Mahwah, NJ: Lawrence Erlbaum, 249–334.Google Scholar
Smith, J. J. (1990). Closed captioned television and adult students of English as a second language. Arlington, VA: Arlington Refugee Education and Employment Program.Google Scholar
Stewart, M. A. & Pertusa, I. (2004). Gains to language learners from viewing target language closed-captioned films. Foreign Language Annals 37.1, 438–447.CrossRefGoogle Scholar
Taylor, G. (2005). Perceived processing strategies of students watching captioned video. Foreign Language Annals 38.3, 422–427.CrossRefGoogle Scholar
Thompson, G. (1979). Television as text: Open University case study programmes. In Barrett, M., Corrigan, P., Kuhn, A. & Wolff, J. (eds.), Ideology and cultural production. London: Croom Helm, 160–197.Google Scholar
Toner, G., Barr, D., Carvalho Martins, S. & Wright, V. (2008). Multimedia language learning in higher education in the UK. http://www.arts.ulster.ac.uk/lanlit/cetl/news/survey/index.html.Google Scholar
Tschirner, E. (2001). Language acquisition in the classroom: The role of digital video. Computer Assisted Language Learning 14.3 & 4, 305–319.CrossRefGoogle Scholar
Uchikoshi, Y. (2006). English vocabulary development in bilingual kindergarteners: An individual growth modeling approach. Bilingualism: Language and Cognition 9.1, 33–49.CrossRefGoogle Scholar
Umino, T. (1999). The use of self-instructional broadcast materials for second language learning: An investigation in the Japanese context. System 27.3, 309–327.CrossRefGoogle Scholar
Van Lommel, S., Laenen, A. & d'Ydewalle, G. (2006). Foreign-grammar acquisition while watching subtitled television programmes. British Journal of Educational Psychology 76.2, 243–258.CrossRefGoogle ScholarPubMed
Vanderplank, R. (1985). Evaluating the language laboratory in practice. In Kohonen, V., von Essen, H. & Klein-Braley, C. (eds.), Practice and problems in language testing 8 (AFinLA Series No. 40). Tampere, Finland: AFinLA, 167–178.Google Scholar
Vanderplank, R. (1988). The value of teletext subtitles in language learning, ELT Journal 42.4, 272–281.CrossRefGoogle Scholar
Vanderplank, R. (1990). Paying attention to the words: Practical and theoretical problems in watching television programmes with uni-lingual (CEEFAX) subtitles. System 18.2, 221–234.CrossRefGoogle Scholar
Vanderplank, R. (1993). A very verbal medium: Language learning through closed captions. TESOL Journal 3.1, 10–14.Google Scholar
Vanderplank, R. (1994). Resolving inherent conflicts: Autonomous language learning from popular broadcast television. In Jung, H. & Vanderplank, R. (eds.), Barriers and bridges: Media technology in language learning. Frankfurt am Main: Peter Lang, 119–134.Google Scholar
Vanderplank, R. (1999). Global medium – global resource? Perspectives and paradoxes in using authentic broadcast material for teaching and learning English. In Gnutzmann, C. (ed.), Teaching and learning English as a global language: Native and non-native perspectives. Tübingen: Stauffenberg, 253–266.Google Scholar
Vanderplank, R. (forthcoming). Language laboratory use in higher education in the UK: A short survey.Google Scholar
Vanderplank, R. & Dyson, P. (1999). Who is in The Learning Zone? Evaluating the impact of Italia 2000. In Hogan-Brun, G. & Jung, U. O. H. (eds.), Media multimedia omnimedia. Frankfurt am Main: Peter Lang, 125–138.Google Scholar
Wagener, D. (2006). Promoting independent learning skills using video on digital language laboratories. Computer Assisted Language Learning, 19.4 & 5, 279–286.CrossRefGoogle Scholar
Wagner, E. (2007). Are they watching? An investigation of test-taker viewing behavior during an L2 video listening test. Language Learning and Technology 11.1, 67–86.Google Scholar
Webb, S. & Rodgers, M. P. H. (2009a). The lexical coverage of movies. Applied Linguistics, 1–21. http://applij.oxfordjournals.org/cgi/content/abstract/amp010v1.Google Scholar
Webb, S. & Rodgers, M. P. H. (2009b). Vocabulary demands of television programs. Language Learning 59.2, 335–366.CrossRefGoogle Scholar
Wesche, M. & Paribakht, T. S. (1996). Assessing second language vocabulary knowledge: Depth versus breadth. The Canadian Modern Language Review/La Revue canadienne des langues vivantes 53.1, 13–40.CrossRefGoogle Scholar
Weyers, J. R. (1999). The effect of authentic video on communicative competence. The Modern Language Journal 83.3, 339–349.CrossRefGoogle Scholar
White, C. (1999). Expectations and emergent beliefs of self-instructed language learners. System 27.4, 443–457.CrossRefGoogle Scholar
White, C. (2003). Language learning in distance education. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Williams, H. & Thorne, D. (2000). The value of teletext subtitling as a medium for language learning. System 28.2, 217–228.CrossRefGoogle Scholar
Yuksel, D. & Tanriverdi, B. (2009). Effects of watching captioned movie clip on vocabulary development. The Turkish Online Journal of Educational Technology – TOJET 8.2, 48–54.Google Scholar
Zhao, Y. (2003). Recent developments in technology and language learning: A literature review and meta-analysis. CALICO Journal 21.1, 7–27.CrossRefGoogle Scholar