Learner perceptions of reliance on captions in EFL multimedia listening comprehension

Leveridge, Aubrey Neil; Yang, Jie Chi

doi:10.1080/09588221.2013.776968

Cited by 24 publications

(18 citation statements)

References 22 publications

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“…Following the reading comprehension test, the participants completed the CRT so as to determine each participant's learning style, or, using Leveridge and Yang's (, ) term, preferred modality in processing language input. So as not to prime the participants about the modality to use in answering the CRT items, they were simply told to answer the comprehension questions.…”

Section: Methodsmentioning

confidence: 99%

“…To ensure that the language was level appropriate, the CRT content was mainly adapted from the listening comprehension subtests of the N3‐level JLPT. The CRT in this study consisted of 40 items—30 congruent items and 10 incongruent items—a proportion based on the guidelines in Leveridge and Yang (, ) as noted earlier. The CRT was presented to the participants on the Adobe Flash platform.…”

Section: Methodsmentioning

confidence: 99%

“…Leveridge and Yang's (, ) caption reliance test (CRT) provides one plausible, time‐sensitive measure to determine a learner's preferred learning style in language learning (see the “Instruments” section for more detail). Each item in a CRT includes two successive components: (1) watching a video of a conversation, and (2) answering a multiple‐choice comprehension question.…”

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Dual‐Modality Input in Repeated Reading for Foreign Language Learners With Different Learning Styles

Liu

Todd

2014

Foreign Language Annals

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Research into dual‐modality theory has long rested on the assumption that presenting input in two modalities leads to better learning outcomes. However, this may not always hold true. This study explored the possible advantages of using dual modality in repeated reading—a pedagogy often used to enhance reading development—for two literacy purposes, second language (L2) reading comprehension and vocabulary development. Furthermore, the study probed whether the efficacy of repeated reading implemented using both dual and single modalities varies according to a learner's preferred learning style (visual, auditory, and balanced). The study found that the participants—foreign language learners of Japanese—did not always exhibit greater reading comprehension and vocabulary gains when repeated reading was implemented using dual‐modality input. Indeed, it seems that the efficacy of dual‐modality input in repeated reading is contingent on the attentional investment required by the particular form of phonological support; the modality (visual or auditory) learners favor; and, most important, the instructional purpose (comprehension or acquisition). Based on these findings, the article discusses how repeated reading practice should be best implemented vis‐à‐vis the purposes of L2 reading and vocabulary development.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Dual‐Modality Input in Repeated Reading for Foreign Language Learners With Different Learning Styles

Liu

Todd

2014

Foreign Language Annals

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“…However, mastering the listening skill is like a dream for majority of language learners. Since listening is a skill which is in the control of the speaker (Brown, 2001;Graham, 2006;Vogely, 1998 as cited in Leveridge & Yang, 2014), the researchers are always looking for ways to assist learners to learning listening skill. "Caption is described as visual text delivered via multimedia that matches the target language auditory signal verbatim" (Chen, 2011; Stewart & Pertusa, 2004 as cited in Leveridge & Yang, 2014, p.545 ).…”

Section: Introductionmentioning

confidence: 99%

“…Due to its many affordances, the use of multimedia as an instructional medium has become increasingly prevalent in foreign and second language (L2) classroom settings (Leveridge & Yang, 2012;Sun & Dong, 2004 as cited in Leveridge and Yang, 2014). It is especially true in the realm of L2 listening comprehension instruction.…”

Section: Introductionmentioning

confidence: 99%

The Impacts of Captioned Movies on Listening Comprehension

Janfaza

Jelyani

Soori

2014

IJELS

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With the advent of technology, the implication of authentic multimedia-based teaching materials are using widely in language classrooms. Technology can be in service of teaching different skills such as listening, reading, speaking and writing. Among these skills listening comprehension is a skill in which the learners have problems to master. Regarding this issue, utilizing captions for the education purposes has been a good motivation for conducting some research on the effects of captions of listening skills. However, it seems that there is a gap in the literature whether to use captioned movies in the classroom and whether they are effective in improving listening comprehension. Many studies have been conducted on this issue. However, their findings are conclusive. While some studies refer to the effectiveness of using captions, others revel that they are not so effective for improving the learner's language skills. Hence, the present study is a review of the effects of captioned movies on the improvement of listening skill. In this case, the findings of this study can clarify the role of using captioned movies in improving the listening skill

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Considerations for the Design of Pedagogical Tasks in Computer‐Based L2 Listening

Cárdenas‐Claros,

Dassonvalle,

Rodríguez‐Arias

et al. 2024

TESOL Quarterly

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This multi‐stage study introduces a comprehensive set of considerations to inform task design for pedagogical purposes in computer‐based L2 listening environments. Using a 360‐degree approach to consideration construction and validation, which included bottom‐up and top‐down perspectives, this study engaged participants with diverse backgrounds in language learning, language teaching, and research, and employed varied data collection and data analysis procedures. During the initial stage, we used educational engineering techniques to elicit personal goals from 68 high school learners of English. In Stage 2, we undertook a participatory action research cycle involving pre‐service and in‐service language teachers to construct guidelines based on the data analysis and results from Stage 1. Finally, in Stage 3, we refined and validated those guidelines and devised a final set of eight considerations with the input of L2 listening and CALL experts. We conclude this paper by presenting the final set of eight considerations to the community and encourage implementation in diverse language teaching contexts.

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Learner perceptions of reliance on captions in EFL multimedia listening comprehension

Cited by 24 publications

References 22 publications

Dual‐Modality Input in Repeated Reading for Foreign Language Learners With Different Learning Styles

Dual‐Modality Input in Repeated Reading for Foreign Language Learners With Different Learning Styles

The Impacts of Captioned Movies on Listening Comprehension

Considerations for the Design of Pedagogical Tasks in Computer‐Based L2 Listening

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