Hostname: page-component-848d4c4894-x24gv Total loading time: 0 Render date: 2024-06-01T09:09:40.137Z Has data issue: false hasContentIssue false
  • English
  • Français

How do second language learners go about their listening when they view captioned videos? Replication studies of Taylor (2005), Winke et al. (2013) and Rodgers and Webb (2017)

Published online by Cambridge University Press:  13 July 2023

Michael Yeldham
Michael Yeldham*
Affiliation:
Jilin University, Changchun, China
*
Email: mayeldham@hotmail.com
Get access Rights & Permissions [Opens in a new window]

Abstract

In recent years, interest in using captioned videos for second language learning has grown immensely, partly owing to the explosion of available materials and the rapid increase in viewing platforms. The captioning affords many learners access to authentic videos ordinarily out of their reach, and teachers often employ the videos to help improve their learners’ listening. However, there is the view that learners mainly just read the captions, and that the viewing largely enhances their reading skills, instead. There is an increasing amount of research investigating this issue, much of which needs to be further verified through replication. This article outlines how three key relevant studies may be replicated, with an emphasis on examining the impact of the captioned viewing on the learners’ listening. Two of the studies, by Taylor (2005) and Winke et al. (2013), examine viewers’ processing strategies, which can include the use of the audio, caption and visual modalities. The other study, by Rodgers and Webb (2017), examines how viewing over the long term impacts learners’ comprehension.

Type
Replication Research
Information
Language Teaching , First View , pp. 1 - 13
Check for updates
Copyright
Copyright © The Author(s), 2023. Published by Cambridge University Press

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.)

References

Bisson, M. J., Van Heuven, W. J., Conklin, K., & Tunney, R. J. (2014). Processing of native and foreign language subtitles in films: An eye tracking study. Applied Psycholinguistics, 35(2), 399–418. doi:10.1017/S0142716412000434.CrossRefGoogle Scholar
Borras, I., & Lafayette, R. C. (1994). Effect of multimedia courseware subtitling on the speaking performance of college students of French. Modern Language Journal, 78(1), 61–75. doi:10.2307/329253.CrossRefGoogle Scholar
Buck, G. (2001). Assessing listening. Cambridge University Press.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
Chai, J., & Erlam, R. (2008). The effect and the influence of the use of video and captions on second language learning. New Zealand Studies in Applied Linguistics, 14(2), 25–44. https://search.informit.org/doi/10.3316/informit.997746379301329Google Scholar
Charles, T. (2017). The role of captioned video in developing speech segmentation for learners of English as a second language. [Unpublished doctoral dissertation]. University of York.Google Scholar
Charles, T., & Trenkic, D. (2015). Speech segmentation in a second language: The role of bi-modal input. In Gambier, Y., Caimi, A., & Mariotti, C. (Eds.), Subtitles and language learning (pp. 173–198). Peter Lang.Google Scholar
d'Ydewalle, G., & Gielen, I. (1992). Attention allocation with overlapping sound, image, and text. In Rayner, K. (Ed.), Eye movements and visual cognition: Scene perception and reading (pp. 415–427). Springer-Verlag.CrossRefGoogle Scholar
Field, J. (2008). Bricks or mortar: Which parts of the input does a second language listener rely on? TESOL Quarterly, 42(3), 411–432. doi:10.1002/j.1545-7249.2008.tb00139.xCrossRefGoogle Scholar
Field, J. (2019). Second language listening: Current ideas, current issues. In Schwieter, J. W. & Benati, A. (Eds.), The Cambridge handbook of language learning (pp. 283–319). Cambridge University Press.CrossRefGoogle Scholar
Foster, P., Tonkin, A., & Wigglesworth, G. (2000). Measuring spoken language: A unit for all reasons. Applied Linguistics, 21(3), 345–375. doi:10.1093/applin/21.3.354CrossRefGoogle Scholar
Gass, S. M., & Mackey, A. (2016). Stimulated recall methodology in applied linguistics and L2 research (2nd ed.). Routledge.CrossRefGoogle 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), 181–192. doi:10.1111/j.1467-8535.2009.01004.xCrossRefGoogle 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. doi:10.2190/RG06-LYWB-216Y-R27CrossRefGoogle Scholar
Mayer, J. (2009). Multimedia learning (2nd ed.). Cambridge University Press.CrossRefGoogle Scholar
McManus, K. (2021). Replication and open science in applied linguistics research. In Plonsky, L. (Ed.), Open science in applied linguistics. John Benjamins. (Preprint version, accepted for publication 27 October 2021).Google Scholar
Mitterer, H., & McQueen, J. M. (2009). Foreign subtitles help but native language subtitles harm foreign speech perception. PLoS One, 4(1), e7785. doi:10.1371/journal.pone.0007785CrossRefGoogle ScholarPubMed
Montero Perez, M. (2022). Second or foreign language learning through watching audio-visual input and the role of on-screen text. Language Teaching, 55(2), 163–192. doi:10.1017/S0261444821000501CrossRefGoogle Scholar
Montero Perez, M., Peters, E., & Desmet, P. (2014). Is less more? Effectiveness and perceived usefulness of keyword and full captioned video for L2 listening comprehension. ReCALL, 26(01), 21–43. doi:10.1017/S0958344013000256CrossRefGoogle Scholar
Montero Perez, M., Peters, E., & Desmet, P. (2015). Enhancing vocabulary learning through captioned video: An eye-tracking study. Modern Language Journal, 99(2), 308–328. doi:10.1111/modl.12215CrossRefGoogle Scholar
Paivio, A. (2007). Mind and its evolution: A dual coding theoretical approach. Erlbaum.Google Scholar
Porte, G. (2013). Who needs replication? Calico Journal, 30(1), 10–15. doi:10.11139/cj.30.1.10-15CrossRefGoogle Scholar
Porte, G., & McManus, K. (2019). Doing replication research in applied linguistics. Routledge.Google Scholar
Pujolà, J.-T. (2002). CALLing for help: Researching language learning strategies using help facilities in a web-based multimedia program. ReCALL, 14(2), 235–262. doi:10.1017/S0958344002000423CrossRefGoogle Scholar
Rayner, K. (1998). Eye movements in reading and information processing: 20 years of research. Psychological Bulletin, 124(3), 372–422. doi:10.1037/0033-2909.124.3.372CrossRefGoogle ScholarPubMed
Rodgers, M. P. H. (2013). English language learning through viewing television: An investigation of comprehension, incidental vocabulary acquisition, lexical coverage, attitudes, and captions. [Unpublished doctoral dissertation]. Victoria University of Wellington.Google Scholar
Rodgers, M. P. H., & Webb, S. (2017). The effects of captions on EFL learners’ comprehension of English-language television programs. CALICO Journal, 34(1), 20–38. doi:10.1558/cj.29522CrossRefGoogle Scholar
Suvorov, R. (2015). The use of eye tracking in research on video-based second language (L2) listening assessment: A comparison of context videos and content videos. Language Testing, 32(4), 463–483. doi:10.1177/0265532214562099CrossRefGoogle Scholar
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. doi:10.1207/s15516709cog1202_4CrossRefGoogle Scholar
Sydorenko, T. (2010). Modality of input and vocabulary acquisition. Language Learning and Technology, 14(2), 50–73. http://dx.doi.org/10125/44214Google Scholar
Taylor, G. (2005). Perceived processing strategies of students watching captioned video. Foreign Language Annals, 38(3), 422–427. doi:10.1111/j.1944-9720.2005.tb02228.xCrossRefGoogle Scholar
Vandergrift, L. (2004). Listening to learn or learning to listen? Annual Review of Applied Linguistics, 24, 3–25. doi:10.1017/S0267190504000017CrossRefGoogle Scholar
Vandergrift, L., & Cross, J. (2014). Captioned video: How much listening is really going on? Contact, 40(3), 31–33.Google Scholar
Vanderplank, R. (1988). The value of teletext subtitles in language learning. ELT Journal, 42(4), 272–281. doi:10.1093/elt/42.4.272CrossRefGoogle Scholar
Vanderplank, R. (2016). Captioned media in foreign language learning and teaching. Palgrave Macmillan.CrossRefGoogle Scholar
Vanderplank, R. (2019). ‘Gist watching can only take you so far’: Attitudes, strategies and changes in behaviour in watching films with captions. The Language Learning Journal, 47(4), 407–423. doi:10.1080/09571736.2019.1610033CrossRefGoogle Scholar
Winke, P., Gass, S., & Sydorenko, T. (2013). Factors influencing the use of captions by foreign language learners: An eye-tracking study. Modern Language Journal, 97(1), 254–275. doi:10.1111/j.1540-4781.2013.01432.xCrossRefGoogle Scholar
Yeldham, M. (2017). Techniques for researching L2 listeners. System, 66, 13–26. doi:10.1016/j.system.2017.03.001CrossRefGoogle Scholar
Yeldham, M. (2018). Viewing L2 captioned videos: What's in it for the listener? Computer Assisted Language Learning, 31(4), 367–389. doi:10.1080/09588221.2017.1406956CrossRefGoogle Scholar