Captions and reduced forms instruction: The impact on EFL students' listening comprehension

NCUIR > College of Electrical Engineering & Computer Science > Graduate Institute of Network Learning Technology > journal & Dissertation > Item 987654321/107290

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Title:	Captions and reduced forms instruction: The impact on EFL students' listening comprehension
Authors:	楊接期;Yang, Jie Chi;Chang, Peichin
Contributors:	資訊電機學院網路學習科技研究所
Keywords:	Captions;College Students;Comprehension;Conversation;Educational Practices;English;English (Second Language);English as a second language;English as a Second Language Instruction;English as a Second Language Learning;English Learners;Foreign language learning;Groups;Information Retrieval;Instructional Effectiveness;Keywords;Learning;Listening Comprehension;Literature Reviews;Material Development;Pretests Posttests;Second Language Instruction;Second Language Learning;Short Term Memory;Speech;Student Improvement;Teaching;Teaching Methods;Transcripts (Written Records);Visual Aids;Vocabulary Development;Word Recognition
Date:	2014-01-01
Issue Date:	2026-04-23 14:06:27 (UTC+8)
Publisher:	Cambridge University Press;Cambridge, UK: Cambridge University Press
Abstract:	摘要： For many EFL learners, listening poses a grave challenge. The difficulty in segmenting a stream of speech and limited capacity in short-term memory are common weaknesses for language learners. Specifically, reduced forms, which frequently appear in authentic informal conversations, compound the challenges in listening comprehension. Numerous interventions have been implemented to assist EFL language learners, and of these, the application of captions has been found highly effective in promoting learning. Few studies have examined how different modes of captions may enhance listening comprehension. This study proposes three modes of captions: full, keyword-only, and annotated keyword captions and investigates their contribution to the learning of reduced forms and overall listening comprehension. Forty-four EFL university students participated in the study and were randomly assigned to one of the three groups. The results revealed that all three groups exhibited improvement on the pre-test while the annotated keyword caption group exhibited the best performance with the highest mean score. Comparing performances between groups, the annotated keyword caption group also emulated both the full caption and the keyword-only caption groups, particularly in the ability to recognize reduced forms. The study sheds light on the potential of annotated keyword captions in enhancing reduced forms learning and overall listening comprehension. 其他題名： ReCALL 出版者： Cambridge, UK: Cambridge University Press 出版日期： 2014-01-01 出處： ReCALL, 2014-01, Vol.26 (1), p.44-61 資源來源： Education Resources Information Center (ERIC) 版權： Copyright © European Association for Computer Assisted Language Learning 2013 識別號： ISSN: 0958-3440 識別號： EISSN: 1474-0109 識別號： DOI: 10.1017/S0958344013000219 識別號： CODEN: RCALE2
Appears in Collections:	[Graduate Institute of Network Learning Technology] journal & Dissertation

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