HELP OPTIONS AND MULTIMEDIA LISTENING: STUDENTS’ USE OF SUBTITLES AND THE TRANSCRIPT
As multimedia language learning materials become prevalent in foreign and second language classrooms, their design is an important avenue of research in Computer-Assisted Language Learning (CALL). Some argue that the design of the pedagogical materials should be informed by theory such as the intera...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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University of Hawaii
2007-02-01
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| Series: | Language Learning and Technology |
| Subjects: | |
| Online Access: | http://llt.msu.edu/vol11num1/pdf/grgurovic.pdf |
| _version_ | 1819297802443816960 |
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| author | Maja Grgurović Volker Hegelheimer |
| author_facet | Maja Grgurović Volker Hegelheimer |
| author_sort | Maja Grgurović |
| collection | DOAJ |
| description | As multimedia language learning materials become prevalent in foreign and second language classrooms, their design is an important avenue of research in Computer-Assisted Language Learning (CALL). Some argue that the design of the pedagogical materials should be informed by theory such as the interactionist SLA theory, which suggests that input modification can help comprehension, but does not provide specific guidance regarding choices designers should make when they attempt to implement theory-based features like modified input. This empirical study was designed to provide evidence about one such issue: whether subtitles or transcripts are more effective in providing modified input to learners. A multimedia listening activity containing a video of an academic lecture was designed to offer help in the form of target language subtitles (captions) and lecture transcripts in cases of comprehension breakdowns. Eighteen intermediate ESL students enrolled in an academic listening class at a research university participated in the study. Two tests and questionnaires in addition to screen recordings were used to analyze students' performance on the activity and their use of help. The results indicate that participants interacted with the subtitles more frequently and for longer periods of time than with the transcript. Also, the study identified four patterns of learner interaction with the help options. Since, overall, the participants interacted with help less than half of the time they opened help pages, an important challenge in investigating help options lies in finding ways to promote the use of help. |
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| format | Article |
| id | doaj.art-86f4e92afc534475bc50ce9eb5430de8 |
| institution | Directory Open Access Journal |
| issn | 1094-3501 |
| language | English |
| last_indexed | 2024-12-24T05:19:48Z |
| publishDate | 2007-02-01 |
| publisher | University of Hawaii |
| record_format | Article |
| series | Language Learning and Technology |
| spelling | doaj.art-86f4e92afc534475bc50ce9eb5430de82022-12-21T17:13:29ZengUniversity of HawaiiLanguage Learning and Technology1094-35012007-02-011114566HELP OPTIONS AND MULTIMEDIA LISTENING: STUDENTS’ USE OF SUBTITLES AND THE TRANSCRIPTMaja GrgurovićVolker HegelheimerAs multimedia language learning materials become prevalent in foreign and second language classrooms, their design is an important avenue of research in Computer-Assisted Language Learning (CALL). Some argue that the design of the pedagogical materials should be informed by theory such as the interactionist SLA theory, which suggests that input modification can help comprehension, but does not provide specific guidance regarding choices designers should make when they attempt to implement theory-based features like modified input. This empirical study was designed to provide evidence about one such issue: whether subtitles or transcripts are more effective in providing modified input to learners. A multimedia listening activity containing a video of an academic lecture was designed to offer help in the form of target language subtitles (captions) and lecture transcripts in cases of comprehension breakdowns. Eighteen intermediate ESL students enrolled in an academic listening class at a research university participated in the study. Two tests and questionnaires in addition to screen recordings were used to analyze students' performance on the activity and their use of help. The results indicate that participants interacted with the subtitles more frequently and for longer periods of time than with the transcript. Also, the study identified four patterns of learner interaction with the help options. Since, overall, the participants interacted with help less than half of the time they opened help pages, an important challenge in investigating help options lies in finding ways to promote the use of help.http://llt.msu.edu/vol11num1/pdf/grgurovic.pdfComputer-Assisted Language LearningInstructional DesignInterface DesignLearners' AttitudesListeningMultimediaVideo |
| spellingShingle | Maja Grgurović Volker Hegelheimer HELP OPTIONS AND MULTIMEDIA LISTENING: STUDENTS’ USE OF SUBTITLES AND THE TRANSCRIPT Language Learning and Technology Computer-Assisted Language Learning Instructional Design Interface Design Learners' Attitudes Listening Multimedia Video |
| title | HELP OPTIONS AND MULTIMEDIA LISTENING: STUDENTS’ USE OF SUBTITLES AND THE TRANSCRIPT |
| title_full | HELP OPTIONS AND MULTIMEDIA LISTENING: STUDENTS’ USE OF SUBTITLES AND THE TRANSCRIPT |
| title_fullStr | HELP OPTIONS AND MULTIMEDIA LISTENING: STUDENTS’ USE OF SUBTITLES AND THE TRANSCRIPT |
| title_full_unstemmed | HELP OPTIONS AND MULTIMEDIA LISTENING: STUDENTS’ USE OF SUBTITLES AND THE TRANSCRIPT |
| title_short | HELP OPTIONS AND MULTIMEDIA LISTENING: STUDENTS’ USE OF SUBTITLES AND THE TRANSCRIPT |
| title_sort | help options and multimedia listening students use of subtitles and the transcript |
| topic | Computer-Assisted Language Learning Instructional Design Interface Design Learners' Attitudes Listening Multimedia Video |
| url | http://llt.msu.edu/vol11num1/pdf/grgurovic.pdf |
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