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The Effects of English Captioned and Chinese Subtitled Videos on University Students'Incidental Vocabulary Acquisition
|Authors: ||Lin, Ying-Chi|
|Contributors: ||NTOU:Institute of Applied English|
caption;subtitle;incidental vocabulary acquisition;video
|Issue Date: ||2017-05-09T07:46:29Z
Learning English through videos has become a popular method for non-native English speaking students. Through videos, students not only learn four skills but also acquire vocabulary. Although previous studies have examined the effects of captioned and subtitled videos on students’ English learning, few studies have investigated the effects of captioned and subtitled videos on Taiwanese university students’ incidental vocabulary acquisition as well as their perceptions on using videos to acquire vocabulary. The purpose of this study was thus twofold: (1) to compare the differences between the effects and the delayed effects of English captioned and Chinese subtitled videos on Taiwanese university students’ incidental vocabulary acquisition, and (2) to further explore the perceptions of students on using English captioned and Chinese subtitled videos to acquire vocabulary. Three Freshman English classes of students were recruited as participants. The experiment lasted six weeks. In the first week, the students took a pretest to test their English proficiency and then the classes were also randomly assigned into three groups: the English captioned group, the Chinese subtitled group, and the control group (that had neither captions nor subtitles). In the second week, they watched a 13-minute video. After watching the video, the students took a posttest immediately. After four weeks, the students took a delayed posttest and filled in a questionnaire about their perceptions on learning vocabulary through videos. The findings of the study showed English captioned group had the lowest score among the three groups in the pretest, but improved the most in the posttest. However, in between-group comparisons, there were no statistically significant differences among the three groups in the posttest and the delayed posttest. In within-group comparisons, none of the three groups had statistically significant improvement from the pretest to the delayed posttest. According to the questionnaire results, the students preferred English captions to Chinese subtitles when acquiring vocabulary through watching the video. It is hoped that the results of this study can help teachers and course designers understand the possible effects of captioned and subtitled videos on university students’ incidental vocabulary acquisition as well as the perceptions of university students on English captions and Chinese subtitles while watching the video to acquire vocabulary.
|Appears in Collections:||[應用英語研究所] 博碩士論文|
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