Vocabulary Learning by Iranian Adult L2 Learners via Extensive Viewing of Subtitled and Captioned TV Series (original) (raw)
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The Language Learning Journal, 2019
This study aims at exploring the potential of extensive TV viewing for L2 vocabulary learning, and the effects associated with the language of the on-screen text (L1 or L2), type of instruction (pre-teaching target items or not) and learners' proficiency. A total of 106 secondary school students (Grade 8) divided into 4 classes participated in a one-year pedagogical intervention, viewing 24 episodes of a TV series under four experimental conditions with each class being assigned to a different treatment: (1) captions and pre-teaching, (2) captions and non-preteaching, (3) subtitles and pre-teaching, and (4) subtitles and non-pre-teaching. Following a pre-/post-test design, form recall and meaning recall gains were examined. Results showed that participants learnt vocabulary in all four conditions, with greater gains in recalling form than in recalling form and meaning. The analysis also showed that, overall, groups that were pre-taught the target items performed better, independently of the language of the on-screen text. An important finding is the role of learners' proficiency prior to the intervention, with higher proficiency related to higher gains. The study contributes to the area of foreign language learning through audiovisual input with results from a longitudinal, classroom-based study with adolescent learners.
Contemporary Educational Researches Journal
The focus of the study was to find out the effect of watching subtitled documentary videos on EFL (English as a Foreign Language) learners’ vocabulary learning. To this end, 90 intermediate students (male and female) were randomly selected based on a proficiency test. Next, they were randomly assigned to two experimental groups and one control group. Participants took a pre-test. After 12 L2 treatment sessions where each group watched the video clips, 1 experimental group watched the clips with L1 subtitles and the other group with L2 subtitles and the control group with no subtitles, the post-test was conducted. Then, one-way analysis of variance was conducted to find out if there were any differences between the post-test performances of three groups. The results showed that participants in the L2 subtitled group and L1 subtitled group performed significantly better than unsubtitled group. The L2 subtitled group (mean = 16.97) performed better, but not significantly than the L1 su...
The Impact of Watching Captioned TV Series on Vocabulary Development of EFL Students
Journal for the Study of English Linguistics, 2015
Second language development could be achieved through various teaching and learning processes; however, applying multimedia technology has facilitated this process. This study aimed at examining the effect of captioned TV series on developing vocabulary knowledge of EFL students. There were forty intermediate male students learning English in Shokouh institute of Nowshahr, Mazandaran, Iran. The classes were held two sessions a week. The participants were randomly selected into control and experimental groups. Before the experiment, a 20-item vocabulary matching test was conducted as the pre-test. The vocabularies including in this test were chosen from a TV series in order to investigate their knowledge of vocabulary. After the pre-test 'Friends', An American TV series, was shown to both groups. English captioned episode was shown to the experimental group and non-captioned episode to the control one. After that, a post-test was conducted to examine the development in each group. Both independent and paired t-tests were carried out. The results of this study revealed that the participants in experimental outperformed those in control group in terms of their vocabulary development. The findings may be shared with other teachers in order to inform how captions affect the vocabulary learning of Iranian EFL students.
Effects of L1/L2 Captioned TV Programs on Students’ Vocabulary Learning and Comprehension
CALICO Journal, 2019
This study investigated the effects of different types of captions on English as a Foreign Language Learners’ (EFL) vocabulary learning and comprehension. Eighty students in a Chinese university participated. Students were divided into four groups with two classes of freshmen, one class of juniors, and one class of graduate students. Each group watched four video clips with four caption conditions: L1 Chinese, L2 English, dual (L1 and L2), and no captions. The order and caption conditions were counterbalanced. The purpose of the study was to find which caption condition is more effective for EFL learners. Four by four mixed ANOVAs were used to compare the differences among the four conditions and groups. Results indicated that students’ performances were statistically significantly different across captions and class levels. In general, students in L1, L2, and dual captions statistically outperformed the no caption condition in vocabulary and comprehension. Results of the effects of...
The present study aimed at investigating the improvement of Iranian Intermediate EFL Learners' vocabulary knowledge through watching video clips with English Subtitles. To achieve this goal, 40 male and female intermediate learners who were studying English as a foreign language (EFL) in Pardis Memar Institiute in Bandar Abbas, Iran, were selected as the main participants of the study through administering an Oxford Placement Test to ensure the homogeneity of the learners. They were randomly assigned in to two groups, namely: the experimental group with English subtitle (N=20) and the control group with no subtitle (N=20). The experimental group watched 10 video clips with English subtitles and the control group watched 10 video clips with no subtitles during ten sessions. Both groups received the same pre-test containing 50 new words drawn from the clips. After 10 treatment sessions, the post-test, which was the parallel form of the pretest, was administered. The result showed that the participants in the bimodal subtitling group outperformed and learned more new vocabulary items. The performance of the participants in no subtitle group, revealed to be less effective than the group with subtitles. The findings showed that watching video clips with subtitles can improve the EFL learners' vocabulary knowledge.
This study was conducted to investigate the effect of bimodal subtitled films on vocabulary learning among Iranian EFL learners. To achieve this purpose, 60 male and female intermediate learners who were studying English as a Foreign Language (EFL) in Pardis Memar Institiute in Bandar Abbas, Iran, participated in this study. A standard proficiency test was run to ensure learner homogeneity. Then participants were randomly assigned to three groups, namely: experimental group with English subtitle (N = 20), experimental group without English subtitle (N = 20) and control group (N = 20). The experimental groups watched 10 video clips (with and without subtitles) with the duration of 2-3 minutes. Then the pretest including 50 vocabularies was administered to the groups. During 10 sessions two experimental groups watched the clips with different modes: Bimodal subtitle, and no subtitle. All groups received the same pre-test containing new words drawn from the movie. After 10 treatment sessions, the post-test, which was the parallel form of the pretest was administered. One-way ANOVA was conducted to identify any difference between the three different groups. The findings of the study showed that the participants in the bimodal subtitling group performed significantly better and learned more new vocabulary items. The performance of participants in the no subtitle group was less effective than for the bimodal subtitling group, while performance of the control group was the worst.
In the English as a Foreign Language (EFL) setting it may be a challenge to obtain the second language input necessary for language learning. A potential source of input may be episodes of television; however, little previous research has been done indicating whether episodes are a suitable source of aural input for EFL learning. Past research has concentrated on short videos of a type that learners might not choose to learn English from. The experimental design employed in this thesis expands upon earlier methodologies by employing full-length episodes of television intended for an English-speaking audience. The thesis is comprised of five studies investigating aspects of language learning through viewing television. The first study examines comprehension gains from the first to the tenth episode viewed, comprehension across 10 episodes viewed, and the effects of vocabulary knowledge on comprehension. The results showed significant comprehension gains from the first to the final ep...
Journal of Applied Linguistics and Language Research, 2015
This study investigated the impact of bimodal, Persian, and no subtitle films on vocabulary learning among Iranian EFL learners. To this end, 27 male and female learners who were studying English in a language institute in Izeh, Khouzestan, Iran were selected as the participants of the study. Participants were randomly assigned to three groups, namely: Bimodal group, Persian group and no subtitle group. They watched the movie named 'the impossible' selected with different modes of subtitles: 1) Bimodal subtitle, 2) Persian subtitle and 3) no subtitle. All groups took a pre-test containing new words drawn from the movie. After six treatment sessions, the post-test was administered. Data were analyzed descriptively and inferentially. To arrive at any difference between the three different modes of subtitles, the researcher conducted a one-way ANOVA. The results obtained from the tests showed that the participants in the bimodal subtitling group performed significantly different and learned more new vocabulary items. Participants in the Persian subtitling and no subtitle groups performed the same, and revealed to be less effective than bimodal subtitling.
Language learning through extensive tv viewing. A study with adolescent efl learners
2019
This doctoral dissertation explores the benefits of an extensive exposure to L2 television for content comprehension and vocabulary learning with beginner, adolescent EFL learners, through a longitudinal classroom-based intervention. The study also aims at investigating the role of frequency and imagery in word learning, and evaluating the long-term effects this type of intervention may have on learners’ attitudes towards the use of L2 television for language learning purposes. In order to do so, several aspects were examined, including factors related to the intervention, the learner, and the input itself. Four classes of Grade 8 students viewed 24 consecutive episodes of a TV series – spaced over an academic year – under four experimental conditions, with each class being assigned to a different treatment. Two classes viewed the episodes with English [L2] captions, and two with Spanish [L1] subtitles. One class in each language condition received, additionally, explicit instructio...
The Effect Of Viewing Subtitled Videos On Vocabulary Learning
Harji, M. B, 2010
Second language development could be achieved through various teaching or learning processes; however, employing multimedia has recently intruded the process in easing or complicating manners. This study has focused on the effectiveness of English subtitles on the EFL learner's vocabulary learning. The participants were 92 Iranian degree university students studying Translation at Islamic Azad University of Mashhad, Iran. Having set two homogenized groups on the basis of their English language proficiency level, each was randomly assigned to be control and treatment groups. They were given two different instructions, one practicing instructional video episodes with subtitles and the other without subtitles. Their vocabulary learning was tested by a Content Specific Test (CST). The mean scores of the two groups were compared through a t-test. The findings illustrated that participants viewing the videos with subtitles could obtain a significantly higher mean score of the CST vocabulary tests than that of the ones who viewed the videos without subtitles. The findings of this research can get educators well informed of the effectiveness of subtitles on EFL learners' better vocabulary learning.