Film Subtitles as a Successful Vocabulary Learning Tool

Kanellopoulou, Catherine

doi:10.4236/ojml.2019.92014

Cited by 11 publications

(8 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This learner-centered feature combined with instant feedback meets Mayer’s (2005) segmenting and signaling principles in that people learn better from a multimedia lesson presented in user-paced segments and when cues that highlight the essential content are provided. In addition, this feature of the dialog presented with its English audio support and oral practice is similar to subtitled video, which can effectively enhance the performance of EFL learners in listening and speaking skills (Kanellopoulou, 2019; Saed et al, 2016; Tajgozari, 2019).…”

Section: Methodsmentioning

confidence: 99%

Learning With Mobile Augmented Reality- and Automatic Speech Recognition-Based Materials for English Listening and Speaking Skills: Effectiveness and Perceptions of Non-English Major English as a Foreign Language Students

Tsai

2022

Journal of Educational Computing Research

View full text Add to dashboard Cite

Due to the outbreak of COVID 19, an online bilingual curriculum was conducted via Google Meet. The learning material was developed and implemented by using a smartphone application, STEMUP, based on augmented reality (AR) and automatic speech recognition (ASR) technologies. This study investigated the oral performance and perceptions of learning with STEMUP of ninety non-English major students from several colleges at a technical university in Taiwan. Data were collected from pre- and post-tests and a questionnaire survey. Results indicated that students significantly improved their oral performance and recorded their positive perceptions. Students’ oral performance significantly depended on their English proficiency. Their perceptions were not significant related to their English proficiency, gender, or college. Instant feedback and evaluation provided by ASR technology and online Google text-to-speech service both embedded in STEMUP helped students notice, modify and improve their listening and speaking skills. They were satisfied with the bilingual curriculum, which helped them increase understanding about content knowledge by the teacher’s explanation in Chinese, and improve English listening and speaking skills by learning with STEMUP. This study is a good start in creating an interactive and communicative learning environment where translanguaging is effectively integrated with innovative technologies.

show abstract

Section: Methodsmentioning

confidence: 99%

Learning With Mobile Augmented Reality- and Automatic Speech Recognition-Based Materials for English Listening and Speaking Skills: Effectiveness and Perceptions of Non-English Major English as a Foreign Language Students

Tsai

2022

Journal of Educational Computing Research

View full text Add to dashboard Cite

show abstract

“…Images, whether contextualized in videos or on their own, can aid in reinforcing language learning (Crosthwaite et al, 2021;Zanón, 2006). As such, language learners can see immediate meaning in terms of vocabulary recognition because one of the best ways to ensure this immediacy of meaning is through subtitles (Canning-Wilson, 2000;Kanellopoulou, 2019). Using video clips with subtitles to teach vocabulary, students learn through visualization (Sunubi & Rustam, 2020;Teng, 2022).…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, using video clips with subtitles from YouTube videos, English vocabulary learning is very helpful in implementing integrated skill-based learning. Subtitles could contextually enhance students' understanding of English expressions and assist them in acquiring new English words and idioms (Halimah et al, 2021;Kanellopoulou, 2019;King, 2002;Negi & Mitra, 2022;Reynolds et al, 2022;Taka, 2021). Likewise, Zanón (2006) asserted that the text assists most students in monitoring the words or sentences from the dialogue that might disappear.…”

Section: Video Subtitle For Efl Instructionmentioning

confidence: 99%

Language Education: Conceptual and Practical Explorations (LECPE 2022)

2022

JSSH

View full text Add to dashboard Cite

Implementing the online learning process requires qualified EFL teachers as agents of change to get hold of effective learning resources to help students achieve learning goals.This pilot study explores EFL students' perceptions from two private Islamic senior high schools in urban areas in Aceh Province, Indonesia, towards using video clips with subtitles (bimodal of English-Indonesian) while learning English in the classroom. The study applied the mixed-methods design by disseminating a questionnaire to 78 participants and conducting a semi-structured interview with ten selected participants. Findings revealed that most students positively perceived using subtitled video clips in learning English vocabulary. However, some encountered setbacks in learning English words due to the poor use of the elements in the video clip subtitles. Therefore, the subtitling procedures still need revisiting to assist students better in digesting subtitled movies in a more wellorganized manner.

show abstract

“…Filimonova, (2020) states, "The problem of motivation in learning actually arises in every subject." The success of a training program, in the case of learning a foreign language, depends on the classroom atmosphere and the pedagogical materials used (Kanellopoulou, 2019). Kusumawati and Hasan (2018), state, "In English classes, we learn a lot of vocabulary and grammar but the learners may not know how to use it in real life".…”

Section: Introductionmentioning

confidence: 99%

English Subtitle Video in Teaching Vocabulary to the Junior High School Students in Palu

Fikri¹,

Suriaman²,

Rita³

2021

Advances in Social Science, Education and Humanities Research

View full text Add to dashboard Cite

The aim of this research is to find out whether the use of the English subtitle video of the eighth-grade student of SMPN Madani Palu can improve the students' vocabulary or not. The researchers applied classroom action research to solve students' problems in the vocabulary of noun, verb, adjective in the form of spelling and meaning. The subject of this research was the eighth grade BIS 1 students of SMPN Madani Palu. The participants were 21 students. The research consists of one cycle. The criterion of success was that ≥ 70% of the students must pass vocabulary score of ≥70. The results of cycle 1 revealed that more than 70% of the students passed score ≥70 and therefore the cycle was stopped. The result showed improvement in the students' scores from the tests. On the first test, the number of students who passed the minimum criteria of completeness (KKM) was 6 students (29%). The number of students who passed the KKM on the second test was 16 (76%). The questionnaires and the observation supports the data; it shows that the teaching-learning process ran well. The students were active and enthusiastic during the teaching-learning process with English subtitle video strategy. The strategy can help the students to solve the vocabulary problem.

show abstract

Film Subtitles as a Successful Vocabulary Learning Tool

Cited by 11 publications

References 16 publications

Learning With Mobile Augmented Reality- and Automatic Speech Recognition-Based Materials for English Listening and Speaking Skills: Effectiveness and Perceptions of Non-English Major English as a Foreign Language Students

Learning With Mobile Augmented Reality- and Automatic Speech Recognition-Based Materials for English Listening and Speaking Skills: Effectiveness and Perceptions of Non-English Major English as a Foreign Language Students

Language Education: Conceptual and Practical Explorations (LECPE 2022)

English Subtitle Video in Teaching Vocabulary to the Junior High School Students in Palu

Contact Info

Product

Resources

About