Hostname: page-component-76c49bb84f-qtd2s Total loading time: 0 Render date: 2025-07-09T10:54:59.694Z Has data issue: false hasContentIssue false

Testing learner reliance on caption supports in second language listening comprehension multimedia environments

Published online by Cambridge University Press:  27 March 2013

Aubrey Neil Leveridge
Affiliation:
National Central University, Taiwan (email: neill@lst.ncu.edu.tw)
Jie Chi Yang
Affiliation:
National Central University, Taiwan (email: yang@cl.ncu.edu.tw)

Abstract

Listening comprehension in a second language (L2) is a complex and particularly challenging task for learners. Because of this, L2 learners and instructors alike employ different learning supports as assistance. Captions in multimedia instruction readily provide support and thus have been an ever-increasing focus of many studies. However, captions must eventually be removed, as the goal of language learning is participation in the target language where captions are not typically available. Consequently, this creates a dilemma particularly for language instructors as to the usage of captioning supports, as early removal may cause frustration, while late removal may create learning interference. Accordingly, the goal of the current study was to propose and employ a testing instrument, the Caption Reliance Test (CRT), which evaluates individual learners’ reliance on captioning in second language learning environments; giving a clear indication of the learners’ reliance on captioning, mirroring their support needs. Thus, the CRT was constructed comprised of an auditory track, accompanied by congruent textual captions, as well as particular incongruent textual words, to provide a means for testing. It was subsequently employed in an empirical study involving English as a Foreign Language (EFL) high school students. The results exhibited individual variances in the degree of reliance and, more importantly, exposed a negative correlation between caption reliance and L2 achievement. In other words, learners’ reliance on captions varies individually and lower-level achievers rely on captions for listening comprehension more than their high-level counterparts, indicating that learners at various comprehension levels require different degrees of caption support. Thus, through employment of the CRT, instructors are able to evaluate the degree to which learners rely on the caption supports and thus make informed decisions regarding learners’ requirements and utilization of captions as a multimedia learning support.

Information

Type
Research Article
Copyright
Copyright © European Association for Computer Assisted Language Learning 2013 

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

Al-Shehri, S. Gitsaki, C. (2010) Online reading: a preliminary study of the impact of integrated and split-attention formats on L2 students’ cognitive load. ReCALL, 22(3): 356375.Google Scholar
Amaral, L. A. Meurers, D. (2011) On using intelligent computer-assisted language learning in real-life foreign language teaching and learning. ReCALL, 23(1): 424.Google Scholar
Buck, G. (2001) Assessing Listening. Cambridge: Cambridge University Press.Google Scholar
Chang, C. C., Tseng, K. H. Tseng, J. S. (2011) Is single or dual channel with different English proficiencies better for English listening comprehension cognitive load and attitude in ubiquitous learning environment? Computers & Education, 57(4): 23132321.Google Scholar
Danan, M. (2004) Captioning and subtitling: Undervalued language learning strategies. Meta, 49(1): 6777.Google Scholar
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): 237261.Google Scholar
Doughty, C. Long, M. (2003) The scope of inquiry and goals of SLA. In: Doughty, C. and Long, M. (eds.), The Handbook of Second Language Acquisition. Malden, MA: Blackwell, 315.Google Scholar
Garza, T. (1991) Evaluating the use of captioned video materials in advanced foreign language learning. Foreign Language Annals, 24(3): 239258.Google Scholar
Goh, C. Taib, Y. (2006) Metacognitive instruction in listening for young learners. ELT Journal, 60(3): 222232.Google Scholar
Goodwin-Jones, R. (2007) Digital video update: YouTube, Flash, High-Definition. Language Learning & Technology, 11(1): 1621.Google Scholar
Hayati, A. Mohmedi, F. (2011) The effect of films with and without subtitles on listening comprehension of EFL learners. British Journal of Educational Technology, 42(1): 181192.Google 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): 413425.Google Scholar
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.Google Scholar
Krashen, S. D. (1981) Second language acquisition and second language learning. Oxford: Oxford University Press.Google Scholar
Lepper, M. R., Corpus, J. H. Iyengar, S. S. (2005) Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97(2): 184196.Google Scholar
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. In: 15th International CALL Research Conference: Proceedings. Taiwan: Taichung.Google Scholar
Liaw, M. L. (2007) Constructing a ‘third space’ for EFL learners: where language and cultures meet. ReCALL, 19(2): 224241.Google Scholar
Lim, K. M. Shen, H. Z. (2006) Integration of computers into an EFL reading classroom. ReCALL, 18(2): 212229.Google Scholar
Lwo, L. Lin, M. C. T. (2012) The effects of captions in teenagers’ multimedia L2 learning. ReCALL, 24(2): 188208.Google 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): 331343.Google 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): 331341.Google Scholar
Markham, P. L., Peter, L. McCarthy, T. (2001) The effects of native language vs. target language captions on students’ DVD video comprehension. Foreign Language Annals, 34(5): 439445.Google Scholar
Mayer, R. E. (2001) Multimedia learning. New York: Cambridge University Press.Google Scholar
Meinardi, M. (2009) Speed bumps for authentic listening material. ReCALL, 21(3): 302318.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): 235262.Google Scholar
Richards, J. C. Gordon, D. B. (2004) New interchange intro: Video teacher's guide. New York: Cambridge University Press.Google Scholar
Robin, R. (2007) Commentary: learner-based listening and technological authenticity. Language Learning & Technology, 11(1): 109115.Google Scholar
Roever, C. Pan, Y. C. (2008) Test review: GEPT: General English Proficiency Test. Language Testing, 25(3): 403418.Google Scholar
Rost, M. (2002) Teaching and researching listening. London: Longman.Google Scholar
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): 517556.Google Scholar
Stewart, M. A. Pertusa, I. (2004) Gains to foreign language while viewing target language closed-caption films. Foreign Language Annals, 37(3): 438443.Google Scholar
Sun, Y. Dong, Q. (2004) An experiment on supporting children's English vocabulary learning in multimedia context. Computer Assisted Language Learning, 17(2): 131147.Google Scholar
Taylor, G. (2005) Perceived processing strategies of students watching captioned video. Foreign Language Annals, 38(3): 422427.Google Scholar
Vandergrift, L. (2004) Listening to learn or learning to listen? Annual Review of Applied Linguistics, 24: 325.Google Scholar
Vandergrift, L. (2007) Recent developments in second and foreign language listening comprehension research. Language Teaching, 40(3): 191210.Google Scholar
Vanderplank, R. (1988) The value of teletext subtitles in language learning. ELT Journal, 42(4): 272281.Google Scholar
Winke, P., Gass, S. Sydorenko, T. (2010) The effects of captioning videos used for foreign language listening activities. Language Learning & Technology, 14(1): 6586.Google Scholar
Wipf, J. (1984) Strategies for Teaching School Language Listening Comprehension. Foreign Language Annals, 17(4): 345348.Google Scholar