Learning motivation and adaptive video caption filtering for EFL learners using handheld devices

Abstract

The aim of this study was to provide adaptive assistance to improve the listening comprehension of eleventh grade students. This study developed a video-based language learning system for handheld devices, using three levels of caption filtering adapted to student needs. Elementary level captioning excluded 220 English sight words (see Section 1 for definition), but provided captions and Chinese translations for the remaining words. Intermediate level excluded 1000 high frequency English words, but provided captions for the remaining words, and 2200 high frequency English words were excluded at the high intermediate caption filtering level. The result was that the viewers were provided with captions for words that were likely to be unfamiliar to them. Participants in the experimental group were assigned bilingual caption modes according to their pre-test results, while those in the control group were assigned standard caption modes. Our results indicate that students in the experimental group preferred adaptive captions, enjoyed the exercises more, and gained greater intrinsic motivation compared to those in the control group. The results confirm that different students require different quantities of information to balance listening comprehension and indicate that the proposed adaptive caption filtering approach may be an effective way to improve the skills required for listening proficiency.

Use of information and communication technologies in the learning of the English language

“…These results are consistent with the findings in [19], which indicated positive support for the integration of technologies in English learning, as they provided students with more opportunities to use English and benefited their learning performance. Similarly, it agrees with the findings of [20] who used a video-based English learning system and their results indicated that students who learned with this approach practiced more English; in addition, their intrinsic motivation also improved more than that of those who learned with conventional video observation.…”

Review of Studies on Technology-Enhanced Language Learning and Teaching

“…Some researchers focused on the captions. The adaptive caption filtering approach proposed by Hsu [106] has proved that it may be an effective way to improve listening proficiency, because different students need different amounts of information to balance the listening comprehension. Hsu [107] found that the proportion of advanced words in writing was higher when watching video without captions than when watching video with captions before writing.…”

Do EFL teachers transform their teaching with iPads? A TPACK-SAMR approach

“…Student learning can be enhanced via a variety of apps, such as dictionaries, reading, writing, graphic organisers, note-taking, multimedia production, and communication. Within this framework of Mobile Assisted Language Learning (MALL), mobile technology can contribute to language development of vocabulary (Lin & Yu, 2017), grammar (Khodabandeh, Alian, & Soleimani, 2017), reading (Lin, 2014), listening (Hsu, 2015), speaking (Sun et al, 2017), and writing (Eubanks, Yeh, & Tseng, 2018). By embracing MALL, teachers demonstrate that they are keen to integrate mobile technology into their teaching (Hsu, 2016;Young, 2016).…”