Testing learner reliance on caption supports in second language listening comprehension multimedia environments

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Title:	Testing learner reliance on caption supports in second language listening comprehension multimedia environments
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:	Academic achievement;CAI;Captions;Comprehension;Computer assisted instruction;Cultural Context;Educational Environment;Employment;English (Second Language);English as a second language;English as a Second Language Instruction;English as a Second Language Teaching Methods;English language;Epistemology;Foreign languages;Frustration;Grammar;High School Students;Information Processing;Interactive learning;Interference;Language;Language acquisition;Language instruction;Language Research;Language Teachers;Language Teaching Methods;Language usage;Learning environment;Learning support;Learning transfer;Listening;Listening Comprehension;Listening Comprehension Tests;Mirroring;Multimedia;Multimedia computer applications;Multimedia Instruction;Native Speakers;Prior Learning;Reliance;Second Language Instruction;Second language learning;Second language teachers;Secondary school students;Secondary schools;Subtitling;Teachers;Teaching;Technology Integration;Tests;Visual Aids;Visual Stimuli;Vocabulary Development
Date:	2013-05-01
Issue Date:	2026-04-23 14:17:54 (UTC+8)
Publisher:	Cambridge University Press;Cambridge, UK: Cambridge University Press
Abstract:	摘要： Listening comprehension in a second language (L2) is a complex and particularly challenging task for learners. Because of this, L2 learners and instructors alike employ different learning supports as assistance. Captions in multimedia instruction readily provide support and thus have been an ever-increasing focus of many studies. However, captions must eventually be removed, as the goal of language learning is participation in the target language where captions are not typically available. Consequently, this creates a dilemma particularly for language instructors as to the usage of captioning supports, as early removal may cause frustration, while late removal may create learning interference. Accordingly, the goal of the current study was to propose and employ a testing instrument, the Caption Reliance Test (CRT), which evaluates individual learners’ reliance on captioning in second language learning environments; giving a clear indication of the learners’ reliance on captioning, mirroring their support needs. Thus, the CRT was constructed comprised of an auditory track, accompanied by congruent textual captions, as well as particular incongruent textual words, to provide a means for testing. It was subsequently employed in an empirical study involving English as a Foreign Language (EFL) high school students. The results exhibited individual variances in the degree of reliance and, more importantly, exposed a negative correlation between caption reliance and L2 achievement. In other words, learners’ reliance on captions varies individually and lower-level achievers rely on captions for listening comprehension more than their high-level counterparts, indicating that learners at various comprehension levels require different degrees of caption support. Thus, through employment of the CRT, instructors are able to evaluate the degree to which learners rely on the caption supports and thus make informed decisions regarding learners’ requirements and utilization of captions as a multimedia learning support. 其他題名： ReCALL 出版者： Cambridge, UK: Cambridge University Press 出版日期： 2013-05-01 出處： ReCALL, 2013-05, Vol.25 (2), p.199-214 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/S0958344013000074 識別號： CODEN: RCALE2
Appears in Collections:	[Graduate Institute of Network Learning Technology] journal & Dissertation

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