Cognitive processing of subtitles

Liao, Sixin; Kruger, Jan‐Louis

doi:10.4324/9781003109020-15

Cited by 3 publications

(3 citation statements)

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“…The final sample size comprised 94 participants (78 female, M age = 20.35, SD age = 1.66, range age = 18-26). The sample size is in line or much higher than that of previous literature on both the modality effect (Valentini et al, 2018) and the modality effect with bilingual participants (Liao et al, 2020;Pellicer-Sánchez et al, 2020). The sample size is also in line with the estimated sample size of 98 for a target power of 0.8, computed through https://koumurayama.shinyapps.io/summary_ statistics_based_power/ (Murayama et al, 2022); this effect size was computed using results from Valentini et al (2018) as these data provided all the necessary information for a power analysis for mixed-effects models.…”

Section: Participantssupporting

confidence: 56%

Comprehension of biology texts in bilingual and monolingual university students: Exploring the effect of presentation modality, previous knowledge, and topic enjoyment.

De Luis Sanabria,

Abdelkhaleq,

Valentini

2023

Translational Issues in Psychological Science

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The present study investigated the effects of presentation modality (reading compared to reading while listening), biology enjoyment and biology knowledge on the comprehension of biology texts in a group of 94 university students with a wide range of language experiences. Language experience was measured both categorically (bilinguals compared to non-bilinguals) and continuously, using a detailed questionnaire on bilingualism. Participants were presented with two biology texts, one written and one presented in two modalities simultaneously (oral and written), and completed a comprehension task after each text. They also rated their knowledge and enjoyment of biology and completed the language questionnaire. The results highlight an advantage for bilingual students when it comes to comprehending texts, and this advantage is especially notable in the reading condition. Results also highlight a positive effect of students’ subject enjoyment on performance, particularly in the case of bilingual students. Analyses including language experience as categorical or continuous showed the same results, except for a lack of interaction between language experience and presentation modality in the analyses with language experience as continuous. This suggests that bilingual participants are those most likely to experience facilitation from the reading condition, but this facilitation might be experienced similarly by bilinguals past a certain language threshold. In conclusion, bilinguals had higher comprehension scores than non-bilinguals, and presentation modality affects bilingual and non-bilingual students differently, with bilingual university students being advantaged by a written presentation of the material and being more affected by their enjoyment of biology than their non-bilingual peers.

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Section: Participantssupporting

confidence: 56%

Comprehension of biology texts in bilingual and monolingual university students: Exploring the effect of presentation modality, previous knowledge, and topic enjoyment.

De Luis Sanabria,

Abdelkhaleq,

Valentini

2023

Translational Issues in Psychological Science

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“…Thus, the participants found transcripts to be more useful than subtitles, attributing it to transcripts' capacity to display an extensive portion of the dialogue at once, thereby providing a broader textual context that facilitates a deeper and more contextually informed understanding of the mathematical terms or concepts being taught. On the other hand, the transient and rapid display nature of subtitles, which are typically presented in a swift and continually changing manner, rendered reading more challenging and hence resulted in superficial processing of information (Liao & Kruger, 2023;Liao et al, 2021) and difficulties in grasping a concept.…”

Section: Transcript Vs Subtitlementioning

confidence: 99%

The impact of subtitles and transcripts in disciplinary videos for EAL learners

Yu,

Henderson,

Dang

2023

APUBS

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Existing research on instructional videos primarily explores subtitles and transcripts in vocabulary and listening comprehension for English as an Additional Language (EAL) learners, with limited focus on content and language integrated learning (CLIL). This pilot case study investigates how these tools mediate postgraduate EAL learners’ mathematics learning, spotlighting their video consumption approaches and thinking processes. Findings from video-stimulated recall (VSR) and semi-structured interviews highlight the distinct advantages of both transcripts and subtitles in facilitating CLIL. While transcripts provide a robust textual reference, enabling learners to navigate through complex mathematical concepts efficiently, bilingual subtitles foster translanguaging and crosslinguistic strategies, empowering learners to leverage their full linguistic and cognitive repertoire for understanding mathematical concepts. Our findings enhance and refine existing knowledge of video designs, highlighting the crucial, complementary roles of subtitles and transcripts for EAL learners, with implications for developing and implementing instructional videos, endorsing strategic use of both tools to accommodate varied learning needs.

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“…In the Chinese context, learners are often exposed to bilingual input outside the school setting through TV, movies and the Internet, since information via bilingual presentation can reach a wider population (Li, 2016). Despite the easy accessibility and availability of bilingual captions and their potential value to English as a Foreign Language (EFL) learners, there is a lack of research into their effects on L2 development (see Yang 2013, Li, 2016, Liao et al 2020.…”

Section: Introductionmentioning

confidence: 99%

Eficacia de los subtítulos mejorados textualmente en el aprendizaje de vocabulario de estudiantes chinos de inglés como lengua extranjera

Yang

2022

PortaLin

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This study employed mixed-methods approach to investigate the impact of textually-enhanced captions on EFL learners’ incidental vocabulary gains and learners’ perceptions of the captioning usefulness in a multi-modal learning environment. 133 Chinese EFL high school learners of the low-intermediate level were randomly assigned to English captions with highlighted target words and L1 gloss (ECL1), Chinese and English captions (CEC), Chinese and English captions with highlighted target words (CECGW), and no captions (NC). Our quasi-experimental findings did not detect any significant differences among the caption types on vocabulary form recognition while ECL1 was found the most effective in meaning recall and recognition. Captioning types and learners’ language proficiency exerted medium-to-large effects on meaning recall and meaning recognition. Our qualitative data suggested the participants generally viewed captioned videos positively, with variability in perceptions of concurrent presentation of information. The saliency of L1 gloss could direct the viewers’ attention to the semantic features of a word and reinforce sound-form-meaning connections. Videos lacking L1 glosses of target words had relatively little effect on learners’ vocabulary learning while more textual inputs might not necessarily result in vocabulary gains. Pedagogical implications are proposed for teachers’ adoption of L1 in captioned videos to enhance learners’ learning effectiveness.

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Cognitive processing of subtitles

Cited by 3 publications

References 0 publications

Comprehension of biology texts in bilingual and monolingual university students: Exploring the effect of presentation modality, previous knowledge, and topic enjoyment.

Comprehension of biology texts in bilingual and monolingual university students: Exploring the effect of presentation modality, previous knowledge, and topic enjoyment.

The impact of subtitles and transcripts in disciplinary videos for EAL learners

Eficacia de los subtítulos mejorados textualmente en el aprendizaje de vocabulario de estudiantes chinos de inglés como lengua extranjera

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