Developing an intelligent tool for computer-assisted formulaic language learning from YouTube videos

Lin, Phoebe M.S.

doi:10.1017/s0958344021000252

Cited by 25 publications

(13 citation statements)

References 42 publications

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“…We also find several dedicated evidence informed L2 learning tools. IdiomsTube (Lin, 2021), for instance, is a computer-assisted learning tool that aims at promoting formulaic language learning from English YouTube videos 14 with captions. To do so, it automatically assesses video difficulty, generates pre-learning activities and tasks, and recommends videos.…”

Section: From Research To Practicementioning

confidence: 99%

“…Research that capitalizes on the affordances of technology is scarce (see Mirzaei et al, 2017 and Lin, 2021 for exceptions). However, a combination of automatic speech recognition and natural language processing techniques could play an important role in making (automatically generated) captions and glossed captions more easily available.…”

Section: Concluding Remarks and Future Directionsmentioning

confidence: 99%

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Second or foreign language learning through watching audio-visual input and the role of on-screen text

Perez

2022

Lang. Teach.

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This article discusses research into the role of audio-visual input for second language (L2) or foreign language learning. It also addresses questions related to the effectiveness of audio-visual input with different types of on-screen text such as subtitles (i.e., in learners’ first language) and captions (i.e., subtitles in the same language as the L2 audio) for L2 learning. The review discusses the following themes: (a) the characteristics of audio-visual input such as the multimodal nature of the input and vocabulary demands of video; (b) L2 learners’ comprehension of audio-visual input and the role of different types of on-screen text; (c) the effectiveness of audio-visual input and on-screen text for aspects of L2 learning including vocabulary, grammar, and listening; and (d) research into L2 learners’ use and perceptions of audio-visual input and on-screen text. The review ends with a consideration of implications for teaching practice and a conclusion that discusses the generalizability of current research in relation to suggestions for future research.

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Section: From Research To Practicementioning

confidence: 99%

Section: Concluding Remarks and Future Directionsmentioning

confidence: 99%

Second or foreign language learning through watching audio-visual input and the role of on-screen text

Perez

2022

Lang. Teach.

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“…Fifthly, it is suggested that more studies be conducted to explore the effects of on-screen texts on the learning of formulaic sequences which comprise idioms, collocations, and other multiword units, as they are pervasive in authentic input and contribute to idiomatic L2 competence (Gholami, 2021a(Gholami, ,b, 2022. Finally, new technologies dealing with different audiovisual input and their effectiveness need to be examined and reported timely so as to contribute to this promising area (e.g., Lin, 2021;Wu et al, 2021). Teaching with audiovisual input may turn out to be the next revolution in L2 vocabulary learning, since the ever-developing multimedia technology offers easy accessibility and simplified manipulation to teachers and learners to meet their requirements whenever and wherever possible.…”

Section: Discussionmentioning

confidence: 99%

On-Screen Texts in Audiovisual Input for L2 Vocabulary Learning: A Review

Rong¹,

Fan

2022

Front. Psychol.

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Audiovisual input has received increasing attention from the Second Language Acquisition (SLA) and the Computer-Assisted Language Learning (CALL) domains during the past few decades due to its vividness, authenticity, and easy accessibility. Videos with on-screen texts, as a widespread way of audiovisual input in second language (L2) teaching and learning, influence L2 learners’ performance in various aspects, including their vocabulary learning. The wide application and profound influence of such kind of input call for a systemic review on this important domain of research. Accordingly, this paper reviews the empirical studies on the effects of on-screen texts on L2 vocabulary learning. Specifically, it seeks to evaluate the role of different types of on-screen texts (i.e., subtitles, captions, and dual subtitles) and various modes of captions (i.e., full captions, keyword captions, glossed captions, annotated captions, and enhanced captions) in L2 vocabulary development. It also discusses other factors that concur with on-screen texts and influence L2 vocabulary gains from audiovisual input, such as learners’ vocabulary size, L2 proficiency, frequency of occurrence, number of viewing, instructional strategy, and test time. Finally, some suggestions are provided for future research.

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“…The result reveals that Youtube videos play a significant role in developing the learners' pronunciation skills. Similarly, the findings of Lin (2022), Mutiarani et al (2022) and Susanti et al (2022) depict the significant role of Youtube to improve language learners' speaking and communication skills.…”

Section:  Introductionmentioning

confidence: 87%

English Self-Regulated Language Learning on Youtube: Students’ Purpose, Perception, and Action

Retnaningsih

Milaningrum

Nugroho

et al. 2022

JPP

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Youtube beyond the formal classroom. Methods: A qualitative inquiry approach was employed in this study. Twenty-two university students in Central Java province Indonesia who had substantial experiences of watching English-teaching videos were purposively invited for a semi-structured interview to depict how they performed self-directed learning. The data were qualitatively analyzed by classifying based on the main themes, coding, reviewing, and conclusion drawing Findings: the results portrayed that the most dominant goals of self-directed language learning on Youtube were to look for more learning sources, to enhance English skills and vocabulary, and to explore cultural knowledge. Another finding showed that learning English on Youtube was more interesting and flexible without time and space restriction. Conclusion: Youtube videos offers a fertile ground for educational purposes, particularly for developing English skills in a self-directed learning beyond formal classroom.

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Developing an intelligent tool for computer-assisted formulaic language learning from YouTube videos

Cited by 25 publications

References 42 publications

Second or foreign language learning through watching audio-visual input and the role of on-screen text

Second or foreign language learning through watching audio-visual input and the role of on-screen text

On-Screen Texts in Audiovisual Input for L2 Vocabulary Learning: A Review

English Self-Regulated Language Learning on Youtube: Students’ Purpose, Perception, and Action

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