Learner perceptions of reliance on captions in EFL multimedia listening comprehension

NCUIR > College of Electrical Engineering & Computer Science > Graduate Institute of Network Learning Technology > journal & Dissertation > Item 987654321/107488

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Title:	Learner perceptions of reliance on captions in EFL multimedia listening comprehension
Authors:	楊接期;Leveridge, Aubrey Neil;Yang, Jie Chi
Contributors:	資訊電機學院網路學習科技研究所
Keywords:	Achievement Tests;CALL;Captions;Competence;Comprehension;Computer Assisted Instruction;Critical Theory;Educational Environment;EFL listening comprehension;English (Second Language);English as a second language;English as a Second Language Instruction;English as a Second Language Learning;English Curriculum;English language;English proficiency;Foreign Countries;High School Students;Language acquisition;Language Proficiency;Language Tests;learner perceptions;Learning;Learning environment;Learning Experience;Listening Comprehension;Multimedia;Multimedia Instruction;Online instruction;Perceptions;Race;Reliance;Second Language Learning;Secondary school students;Secondary schools;Self Concept;Semi Structured Interviews;Speech Perception;Student Attitudes;Students;Subtitling;Taiwan;Teaching;Teaching Methods
Date:	2014-01-01
Issue Date:	2026-04-23 14:14:21 (UTC+8)
Publisher:	Taylor and Francis Ltd.;Oxford: Routledge
Abstract:	摘要： Instructional support has been widely discussed as a strategy to optimize student-learning experiences. This study examines instructional support within the context of a multimedia language-learning environment, with the predominant focus on learners' perceptions of captioning support for listening comprehension. The study seeks to answer two questions: (1) do learners' perceptions regarding dependence on captions match their actual reliance on captioning for listening comprehension? and (2) which learners' perceptions are most influenced by proficiency: low-intermediate, intermediate, or high-intermediate? A total of 139 students from a high school English course in northern Taiwan, all accustomed to multimedia instruction that includes full captions, completed an English language proficiency test as well as a caption reliance test (CRT), and also provided their perceived degree of reliance on captions for English listening comprehension. The results show that overall perceived reliance was significantly related to actual reliance as assessed by the CRT. However, proficiency was also found to be a mitigating factor in the relationship: while low-intermediate level learners accurately perceived their reliance, no relation was found for either intermediate or high-intermediate learners, indicating that, at these levels, some learners may not accurately judge their reliance on captioning. Accordingly, the study offers pedagogical implications that captioning support, added or removed, based on learner self-reports, may not be inherently beneficial, as perceptions on the reliance of captioning may be inaccurate. 出版者： Oxford: Routledge 出版日期： 2014-11-02 出處： Computer assisted language learning, 2014-11, Vol.27 (6), p.545-559 資源來源： Taylor & Francis Journals Auto-Holdings Collection 版權： 2013 Taylor & Francis 2013 版權： Copyright Taylor & Francis Ltd. 2014 識別號： ISSN: 0958-8221 識別號： EISSN: 1744-3210 識別號： DOI: 10.1080/09588221.2013.776968 識別號： CODEN: CALLEE
Appears in Collections:	[Graduate Institute of Network Learning Technology] journal & Dissertation

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