TASK 2 (10%): Article Review

THE EFFECTS OF CAPTIONING VIDEOS USED FOR FOREIGN LANGUAGE LISTENING ACTIVITIES
by Paula Winke, Susan Gass and Tetyana Sydorenko from Michigan State University
Language Learning and Technology, February 2010, Volume 14, Number 1, pp. 65-86
http://llt.msu.edu/vol14num1/winkegasssydorenko.pdf


The research is a revised version of a paper presented at the AILA World Congress in 2008, which is conducted to mainly investigate the effects of using captions in video-based listening activities in learning foreign languages. As captioned videos for foreign language learning are becoming more common as they are more accessible, easy to produce and fit well into online course offerings, videos with caption are viewed as an important learning tool which helps learners to integrate written and aural information thus supporting language acquisition.


Summary of the article
a.The aim of the research
The aim of this research was to investigate L2 learners’ use of caption while watching videos in a foreign language in order to see the effects of captioning during these video-based learning activities. In relation to previous findings on the role of audiovisual materials in helping learners enhance their language skills, the researcher related the use of caption videos in the learning of foreign language with regards to the easy accessibility for language teachers of both authentic videos as well as the tools for caption (i.e. Adobe Premier). The researchers were specifically interested in investigating on (i) the differences in level of comprehension in video content and learning of vocabulary between captioned and non-captioned videos; (ii) the order of view (first or second; when the video is viewed twice) for effective captioning by all languages involved in the study; (iii) the benefits of captioning order of all target language as well as (iv) whether the element of proficiency differences do affect the benefits of captioning derived from captioning order.


b.The methodology
The methodology of the research used both quantitative and qualitative form of study, where vocabulary tests, prior knowledge tests, comprehension test and interview were used. The sample of research is required to watch videos prepared from three short English documentaries about animals; transcribed, translated and dubbed into the four target languages, in preparing 12 videos with captions added and 12 videos with no caption added. There were several procedures that participants need to follow: first by watching a series of three videos (according to one’s target language learned) with different order of viewing videos with caption (in exception for two extra groups for Spanish learners; one which saw the video twice without captions and the other which saw them twice with captions). After that, the participants were required to take comprehension test and two vocabulary tests, and prior knowledge test. After the videos and testing sessions, the subject was required to undergo oral interview on general questions on the usefulness of captions, their experience watching the videos and what they did when the captions were presented on the screen.


c.The subject/sample
To collect data in answering the research questions, the researchers chose to include several languages in the study (from both Latin and non-Latin script languages). A total number of 150 foreign language learners from a large Midwestern University in the United States of second- and fourth-year learners of Spanish (N=67) and Russian (N=41), as well as second- year learners of Arabic (N=29) and Chinese (N=13). Heritage learners (those whose L1 is the same as target language) are not included, and that all learners who participated in the study during their regular classes, except for some Spanish learners who participated the study outside of class who received extra credit for their participation. For the oral interview session, 26 learners from the sample voluntarily agreed to be interviewed (12 who saw the captioned videos first, 11 who saw them second, and 3 who saw them both times).


d.The findings of the research
The first finding of the research discovered overall effect of captioning: that captioned videos aid novel vocabulary recognition compared to non-captioned videos. Captioned videos were also found to aid overall comprehension of the videos, regardless of whether the vocabulary tests were presented in written or aural manner (different modalities appears to facilitate vocabulary recognition and overall comprehension). In this case of text and sound presentation, both increase learners’ depth of processing because learners used different modes differently and that these input modes reinforce one another (Bird & Williams, 2002).

The second finding was that the order of viewing of captioning has an effect on the subsequent recognition of vocabulary in the listening activity (aurally). In this research, when learners were asked to view a video two times (once with captioning and once without captioning), learners who are presented with captions in the first viewing are better able to aurally recognize novel vocabulary than learners who are presented with captions in the second viewing. The researcher suggested and supported by the interview from the participants that the role of attention in learning a second language is important; in which the captions served the function in drawing the learners’ attention to the language used in the video. The captions helped the learners to isolate what’s important and determine what to pay attention in the later viewing. In other words, captions helped learners to be actively involved or attending to L2 forms in order for learning to take place; when captioning occurs first, it may draw learners’ attention to something that they do not know, whereas the second listening allows for confirmation.

The third finding of the research was that there are differences in terms of orthography between participants’ native and target language. As findings showed that Spanish and Russian learners do better on tests when captioning was first compared to Arabic and Chinese do better when captioning second, it is suggested that learners of a language whose orthography is closer to that of the target language are better able to use the written modality as an initial source of information. As learners with great differences between native and target language orthographies, aural mode is preferable: there is a reliance on listening since written symbols are not well learned.

The final finding for the research was that the study did not find that proficiency differences affect any benefits from captions ordering. From this, it is suggested that captioning is included as a language learning tool to aid processing that may function similarly for all proficiency levels.

In relation to the oral interview session with 26 learners, (voluntarily; 12 who saw the captioned videos first, 11 who saw them second, and 3 who saw them both times), the responses showed that captions helped learners to see and be able to parse structural patterns or chunks in the video, which assists them in remembering and learning from the patterns presented. As captioning do facilitate learners in aural comprehension, the second additional findings showed that learners perceived captions as “crutch” or a sort of scaffold (support) or tool to aid L2 learning, in which learners do not have to focus on extracting meaning from the sounds they hear and that they can focus on the form and link that form to meaning.




Reaction
The title of the research has taken my interest to review for CALL task. I feel that the research was well-conducted, as it consists of the use of captions in videos in the learning of several foreign languages and the fact that the researchers consider the differences in language orthographies with the learning of target language. The fact that there are still many learners who feel alienated and demotivated in learning second and foreign language made me hold this strong belief that captions in videos can encourage and assist learners in the learning process and at the same time giving them the ‘excitement of viewing videos’ while learning and exposing to the target language culture in addition to how the target language is used by native speakers.

In relation to the Malaysian context, learning using the technology can only be observed in certain schools in the urban areas. The learning through videos is less used, yet to insert the use of captions in videos to learn second or foreign language. I personally feel that there is a great need for language teachers to brainstorm and conduct classroom activities which are more varied (include videos and audios) to grasp students’ attention and interest in learning language. The real situation of learning second language by students today is the inability to relate what they learn in written form to what they hear (aural mode). Listening activities are less conducted, and the struggle for learners to understand the information delivered in evident. The idea of using captions in videos can highly aid language learners in giving them instant confirmation of their understanding of what they heard thus improving listening comprehension, and at the same time being able to increase one’s processing depth.

Despite of lack of proficiency in second and foreign language among students (even among students of high schools and higher institutions), the use of captions in videos could be most beneficial as it helps language learners to connect auditory to visual input, thus leading to the increase of learners’ attention, reduce anxiety, increase level of motivation in learning language. The use of captions in videos should be added accordingly based on the proficiency level of students i.e. simplify captions for lower proficiency learners. I strongly feel that language teachers in Malaysia should adapt this form of teaching language not just to give more exposure to the learners on how the target language is used but also to strengthen and improve listening skills and strategies of language learning.

The act of combining both aural and visual for L2 learners in Malaysia could give great exposure on the language together with helping learners visualize what they hear. I remembered one of my lessons during my teaching practicum in which I taught on a poem “There’s Been a Death in the Opposite House” by Emily Dickinson. My students would rarely brought their textbook to my class, and I had to always xerox for them the handouts that I would use for everyday lessons. They were very weak in the language, and when I got the chance to show them a video on the poem with captions, they were more motivated in learning and get the general idea of what the poem is all about (associating captions with visual). There were words emphasized in the captions which made them more focused and understand better of the meaning of the poem. This differ to another short movie clip on “The Sound Machine” by Roald Dahl (without caption) which I showed to my students. They were generally interested in the clip, but they could not understand the message/conversations in the clip.

In a nutshell, I strongly believe that language teachers can make a big difference in learners’ learning by using captions in videos. It is suggested that extended research could be done on the learning of language (specifically in listening) in the Malaysian context and the impact of captioning in videos in Malaysian learners’ learning.