Annotations in captioned animation: Effects on vocabulary learning and listening skills

Aldera, Abdullah Saad; Mohsen, Mohammed Ali

doi:10.1016/j.compedu.2013.04.018

Cited by 50 publications

(34 citation statements)

References 26 publications

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“…However, in the case of repeated posttesting, we only used these repeated test results if the participants could not have learned from the earlier tests (see Nation & Webb, ). For example, Aldera and Mohsen () first administered a multiple‐choice vocabulary recognition test and then a meaning translation test. It could be the case that the participants’ answers to the translation test were informed by the questions and answers that they had seen previously.…”

Section: Methodsmentioning

confidence: 99%

A Meta‐Analysis and Meta‐Regression of Incidental Second Language Word Learning from Spoken Input

Vos

Schriefers²,

Nivard

et al. 2018

Language Learning

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We meta‐analyzed the effectiveness of incidental second language word learning from spoken input. Our sample contained 105 effect sizes from 32 primary studies employing meaning‐focused word‐learning activities with 1,964 participants with typical cognitive functioning. The random‐effects meta‐analysis yielded a mean effect size of g = 1.05, reflecting generally large vocabulary gains from spoken input in meaning‐focused activities. A meta‐regression with three substantive and two methodological predictors also revealed that adult participants outperformed children in terms of word learning and that interactive learning tasks were more effective than noninteractive ones. Furthermore, learning scores were higher when measured with recognition than with recall tests. Methodologically, the use of a no‐input control group seemed to protect against an overestimation of learning effects, evidenced by smaller effect sizes. Finally, whether a pretest–posttest design was used did not influence effect sizes. All data and the analysis script are publicly available. Open Practices This article has been awarded an Open Data badge. All data and the analysis script are publicly accessible via the Open Science Framework at https://osf.io/92vfw. Learn more about the Open Practices badges from the Center for Open Science: https://osf.io/tvyxz/wiki.

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Section: Methodsmentioning

confidence: 99%

A Meta‐Analysis and Meta‐Regression of Incidental Second Language Word Learning from Spoken Input

Vos

Schriefers²,

Nivard

et al. 2018

Language Learning

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show abstract

“…Mobile devices are equipped with many programs that can present the videos clearly and in an interesting way. Researchers have investigated the effects of captioned videos on vocabulary learning with the help of a computer (e.g., Aldera & Mohsen, 2013;Markham, 1999;Stewart & Pertusa, 2004;Sydorenko, 2010;Yuksel & Tanriverda, 2009). These studies have found that captioned videos are useful in fostering vocabulary learning.…”

Section: Captioned Videos Through Mobile Devices and Vocabulary Learningmentioning

confidence: 99%

“…Regarding vocabulary learning, several studies were conducted to find out whether video captioning is useful for vocabulary learning (e.g., Aldera & Mohsen, 2013;Hsu, Hwan, Chang, & Chang, 2013;Stewart & Pertusa, 2004;Sydorenko, 2010;Yuksel & Tanriverdi, 2009). The results indicated that learners exposed to captioned videos outperformed non-captioned video students.…”

Section: Video Captions and Vocabulary Learningmentioning

confidence: 99%

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The Use of Keyword Video Captioning on Vocabulary Learning Through Mobile-Assisted Language Learning

Mahdi¹

2017

IJEL

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Video captioning is a useful tool for language learning. In the literature, video captioning has been investigated by many studies and the results indicated that video captioning may foster vocabulary learning. Most of the previous studies have investigated the effect of full captions on vocabulary learning. One of the key aspects of vocabulary learning is pronunciation. However, the use of mobile devices for teaching pronunciation has not been investigated conclusively. Therefore, this paper attempts to examine the effect of implementing keyword video captioning on L2 pronunciation using mobile devices. Thirty-four Arab EFL university learners participated in this study and were randomly assigned to two groups (key-word captioned video and full captioned video). The study is an experimental one in which pre-and post-tests were administered to both groups. The results indicated that keyword captioning is a useful mode to improve learner's pronunciation. The post test results indicate that there was no statistically significant difference between the two modes of captioning on vocabulary learning. However, learners at keyword video captioning performed better that full video captioning.

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“…Additionally, the improvement of multimedia technology has enabled program designers to visualize the spoken text and segment the video clips to make the spoken text not only audible but also readable. Multimedia has also helped practitioners to visualize learning materials that make learners watch and listen to the input they are involved in (Aldera & Mohsen, 2013). Research has found that learning with pictures and words is more efficient than to learn with words only (Mayer, 2005).…”

Section: Introductionmentioning

confidence: 99%

Investigating Multimedia Strategies to Aid L2 Listening Comprehension in EFL Environment

Aldera

2015

TPLS

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Abstract-Arab learners may experience a great difficulty in attending to listening comprehension activities due to different chunks of the target language they are engaged in. As such, learners should be informed as to what is the best technique that helped them overcome this difficulty. This paper attempts to investigate the efficacy of using visual multimedia technique (i.e., video mode + test) in multimedia language settings to aid L2 listening comprehension. Sixty adult students watched video conversations provided with texts plus animation for 10 modules, while the control group listened to the same material delivered by audio tracks for the same period of time. The students were post-tested immediately after treatment and retested after delayed point of time. The students' perceptions towards the use of multimedia modes were gathered using a survey. The quantitative results showed a significant effect of visual stimulus over the auditory mode in gaining L2 listening comprehension. Limitations and directions for future research are summarized in this study.

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Annotations in captioned animation: Effects on vocabulary learning and listening skills

Cited by 50 publications

References 26 publications

A Meta‐Analysis and Meta‐Regression of Incidental Second Language Word Learning from Spoken Input

A Meta‐Analysis and Meta‐Regression of Incidental Second Language Word Learning from Spoken Input

The Use of Keyword Video Captioning on Vocabulary Learning Through Mobile-Assisted Language Learning

Investigating Multimedia Strategies to Aid L2 Listening Comprehension in EFL Environment

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