Perceived Processing Strategies of Students Watching Captioned Video

Bibliographic Data

ID8937480
AuthorsGregory Taylor (0000-0002-1375-5053), Gregory G Taylor (0000-0003-1225-801X, University of South Florida, corresponding author)
Year2005
Volume38
Issue3
Pages422-427
Publication date2005-10-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueForeign Language Annals (JOURNAL)
Journal identifiersISSN: 0015-718X • E-ISSN: 1944-9720
PublisherWiley (PUBLISHER • GB)
DOI10.1111/j.1944-9720.2005.tb02228.x
OpenAlexW2003339474
LanguageEN
Citations received20
References cited14

This study is an examination of the use of captioned video with beginning students of Spanish. Two groups of students watched a Spanish‐language video with or without Spanish captioning and the groups' comprehension scores were compared. Students in the captioning group described how they used the pictures, sound, and captioning to understand the video. To test for differences due to the length of Spanish study, the data were divided into first‐year students versus those with 3 to 4 years of study. Students with more study outscored those in their first year in the captioning session, but not in the no‐captioning session. The strategy measure indicated that more first‐year students than third‐year students found the captions distracting and had difficulty attending to all three channels of sound, image, and captions. Nevertheless, students in both sessions expressed unsolicited positive attitudes toward the captions. The issue is raised whether, with exposure and practice, captioned video can be a valuable aid to comprehension for beginners

Closed captioning · Comprehension · Listening comprehension · Multimedia · Session (web analytics · Test (biology · World Wide Web · Artificial Intelligence · Communication · Computer Science · Psychology · Second Language Acquisition and Learning · Subtitles and Audiovisual Media · Visual and Cognitive Learning Processes

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