The effects of technology on English learning in movie captioning

The effects of technology on English learning in movie captioning

James Sutanto

Electronic Science and Technology, Xi’an Jiao Tong Liverpool University, Suzhou, China

Abstract

Previous research in the field of English learning on vocabulary learning has revealed that learned through imagery techniques are learn more easier than those without, for instance, by using interactive media, such as videos or pictures in different type of information. Furthermore, this study examine the results of two analysis, vocabulary and reading comprehension learning, conducted with 15 Xian Jiao Tong Liverpool University students. This experiment was related to how well vocabulary and reading comprehension learning through the movie with and without captioning. In addition, the results revealed a lower rate incidental learning than expected in vocabulary learning, significantly higher score attained in reading comprehension with movie captioning.

Introduction

Background

Second language learning researchers investigated that learning English from television programs with movie captioning, appearsto provide a rich context for foreign language acquisition; moreover movie captioningseems to have a positive effect on comprehension skills, associate with viewing from text or captions shows to improve vocabulary acquisition, and enhance the language ability level of the students.

However, the number of the researches that specifically investigated the purpose of movies captioning in second language learning is few compared to the popularity of the hypothesis concerning the efficiency of the movies captioning in language development. Therefore, the objective of the current study was to analyze the effects of movie captioning on vocabulary acquisition and reading comprehension.

Aims

The purpose of thecurrentstudy is to investigate the influence of technology on English learning in movie captioning. Specifically, it investigates how English language materials such as short movie with or without Chinese language captionsinfluence the learning progress; moreover it is important to know whether subjectswho watch movie with Chinese captions achieve higher grades. Therefore, it has beentheorized that English words correlate with visual objects are understand easily than the words without movie captions. In this study, score from the participants were the dependent variable and movie captioning was the independent variable

Literature Review

Previous research on L2 (second language) vocabulary learning (Kellogg & Howe, 1971) has recommended that second language words was learn more easily than words without related with imagery techniques or actual.

While many studies point out that technology-enhanced language learning or computer-assisted language learning (CALL) can be effective tools for language learning. (Blake, 1998; Bush and Terry 1997; Chapelle 2001; McCarthy 1994; Perez-Sotelo and Gonzales-Bueno 2003), some educators remain unimpressed and continue to attempt with the incorporation of technology-enhanced language education into the curriculum.

In another study, Danan (1992) has found that different types of study include subtitling, combination of bimodal verbal input and video input. Moreover, Danan referred her outcome to dual coding hypothesis of Paivio, which emphasizes the importance of implementing input for both the visual descriptive system and verbal representational because illustration traces are remembered better than are verbal components and also have an additive consequence when items are set manually.

In recent years, researchers have recognized the limitations of using technology-enhanced language learning are budgetary constraints and time to cover what is believes to be the most essential material (Oxford, 2006).

The outline presented here based on both a context and clarification for investigating the effects of technology in intermediate level students in the university setting. In addition, these studies investigate the effects of technology on English learning in movie captioning on vocabulary and reading comprehension.

Methodology

Sample

The experiment was conducted with 15 university students, enrolled in English class at Xi’an Jiao Tong Liverpool University, participants above 18 years old. Most of them were Year 1 Chinese students. In addition, there were also 3 International students. All the participants majored in engineering and consist of 7 males and 4 females.

Each participant was randomly assigned to groups with or without captions. For movie with captions, it consists of 7 participants and 8 participants without captions. In this experiment, 8 participants were the control group that watched the movie without Chinese captions and for the experimental group included 7 respondents were asked to watch the movie with Chinese caption.

Materials

An American TV series, Myth Buster was chosen for the experiment. It is one of the most popular science entertainment TV program shows in 2000. The movie captionedusing Chinese for the control group and for the experiment group without any captions. The duration for conducting the experiment was 25 minutes through the use of a stopwatch. The main instrument for collecting the data was test questions in form of a paper based quiz, which was believed to be the most efficient method of collecting results.

The quiz was written in English and consisted of 16 questions based on the movie given. Different varieties of questions such as vocabulary and reading comprehension were asked. The quiz was not piloted due to time constraint.

Procedure

In this experiment, participants were divided randomly into two groups by using a dice, namely experimental group for odd number and control group for even number. The experimental groupwatched a short movie clip for 6 minutes without movie captioning while the control group watcheda short movie with Chinese captioning. Afterwards, test paper was then distributed to the subjects. Both groups were instructed to fill in the quiz that based on the short movie for 4 minutes which consist of vocabulary and reading comprehension section. At the end of 4 minutes, subjects were instructed to stop reading or writing, then the researcher collected the data and thanked the participants as they left.

Results and Discussion

The experiment produced significant differences between the control group and the experimental group, and is illustrated in chart below. The scores obtained by the two groups were statistically analyzed. The results showed that participants did better without movie captioning for vocabulary learning. Hence, for the reading comprehension learning,higher score were attained in movie captions.

Fig .1

illustration not visible in this excerpt

Figure 1 indicates the respondents’ results for vocabulary on movie with and without captions. This information based on the test scores. The results were slightly higher in non-captioned movie.

It is evident that participants are performed better in movie without captions, with 79.6 % of the total percentage. However for the least percentage was movie with captioning with 66.7%.

These findings illustrate that a significant part of the participants in vocabulary learning in captioned movie. This is surprising given that the experiment group performed better than control group. Likewise, it is expected that experiment groupmight have a higher result on vocabulary learning. However the results of the current study did not support the hypothesis.

In addition, the test given in this study pointed that the participants of this experiment whose data were included in the results and analysis have a sufficient knowledge of vocabulary words. It seems reasonable to point that the vocabulary words may have been familiar to the subjects.

Since the current study does not provide evidence to contradict this, it could be concluded that the most participants performed better in movie without captioning.

illustration not visible in this excerpt

Fig. 2

Based on the results obtain, figure 2 indicates the fluctuation in the number of percentage for results in comprehension on movie with and without captions.

From the chart, it is interesting to note that the percentage results for comprehension, movie with caption have a much larger percentage of respondents. Furthermore, movie with captions and without caption show 80.6 % and 64.8 % respectively.

However, it can be shown that it is of great significance for the result that most participants have a good score for reading comprehension with movie captioning compare to movie without captioning.It may be possible thatall participants must take compulsory English in their first two years study in their university which could contribute to the scores achieved by the subjects in this study.

In this study, movie without caption show lower results, it may be possible that the video resolution and the sound quality were not clear, so it affect the participants understanding about the movies.

To conclude, the data indicate that most participants show higher result for movie with captioning. The possible reason for the higher result is studentswere provided with movie subtitle, which can lead to increases in vocabulary acquisition, word recognition, reading comprehension.

Conclusion

When the findings of the current research are interpreted, there are a number of interesting things to note. The most significant finding for this study was the control group did better without movie captioning in vocabulary learning, so the vocabulary results tended to support the null results.After focussing on the meaningful flow of conversation based on the movie clip, the respondents show significant progress in their reading comprehension. In this experiment, for reading comprehension learning, experiment group had the opportunity to demonstrate their higher level of performance without relying heavily on their memories to store all kinds of information heard from the short movie. This could be as a result of academic intensity such as all participants enroll in same English class. Although, the quiz could not be considered as the representatives of all students in China, further research could be done by conducted the experiment in different parts of China.

Limitation

Though the quiz was conducted for engineering stream, the results could not be generalized all students in China. Moreover, this study was take place only in one university, and all participants were enrolled in English class which associated with western teaching, which English was the medium in their university. Referring to the finding, (Knight, 1994) suggest that the effectiveness of the different types of multimedia annotation may also concerned look-up behaviour. In other words, different type of learners might perform better with the appropriate type of information to their intellectual style.

Recommendation

The main aim of the study were the participants’ performance on some specific vocabulary and reading comprehension tests after viewing a target language movie clip with or without movie subtitle. Therefore, caption movie might be a good opportunity to develop listening skills and comprehension of listening material. On the other hand, for reading comprehension, participants should be provided with movie captioning, in order to achieve good results. In addition, it is noteworthy to state that, reading comprehension test should allow note-taking rather than making students rely heavily on their memories, which to some extents, due to relatively low performance.

Further research

Further research should be conducted by using several different question and research into more categories from different universities in order to get more accurate results. Perhaps future studies can examine the influence of technology on English words with multiple incidences, which participants may already have some knowledge. Therefore, first need to concentrate on establishing what actions can be considered to truly involve on English learning. However, this study will be useful for researchers who seek for further information concerning issues such as whether or not to use technology in English learning.

Appendices

Experiment Quiz

Vocabulary

Choose and circle the correct answer

1. What does the word ‘ demolition ’ mean?

A. crash
B. destruction
C. madness

2. What is the exact phrase to describe a primarily open-air business venue that sells seasonal fruit and many fruit products from local business?

A. fruit seller
B. fruit shop
C. fruit stand

3. A vehicle without roof is called ______ .

A. convertible
B. plausible
C. non-roof vehicle
D. portable

Match the word and its meaning together.

4. Tow vehicle [illustration not visible in this excerpt]A machine lifts and moves heavy objects

5. Dig machine [illustration not visible in this excerpt]The car or truck that is used to haul an RV trailer or car.

6. Lifting machine [illustration not visible in this excerpt]A tool or machine used for digging or excavating.

Grammar

Choose and circle the correct answer

7. Many accidents ___________________ by dangerous driving

a. are caused b. is caused c. are causing d. were caused

8. If I ______________ rich, I would have a car

a. is b. was c. were d. are

9. ___________ you see the movie on the television last night?

a. was b. were c. did d. are

10. How long have you ________ this movie?

a. watch b. watched c. been watching d. been watch

11. ____________ you able to drive the car in a narrow way?

a. is b. am c. am d. are

12. It was a great show yesterday. You __________ have come.

a. might b. must c. should d. shall

Information understanding

Choose and circle the correct answer

13. What is the name of this TV program?

A.Episode Off

B. Myth busters

C.Demolition Derby

14. How many myths are about demolition and destruction?

A. 4
B. 5
C. 6

15. What is the speed of the tow vehicle?

A. 35miles/hour
B. 55miles/hour
C. 70miles/hour

16. What is the speed of the crash vehicle?

A. 35 miles/hour
B. 55 miles/hour
C. 70 miles/hour

17. What is the myth that myth busters were testing about?

A. can a vehicle continue the car chasing after crashing into a fruit seller (shop, stand)?
B. will a vehicle flip after a real hard turn?
C. a luxurious car commercial

18. What is the final conclusion of this myth?

A. confirm
B. plausible
C.failed

Thank you for filling the quiz

References

Blake, R. J. (1998). “The role of Technology in Second Language Learning.” Ed. H. Byrnes, Learning Foreign and Second Languages: Perspectives in Research and scholarship. 209-37. New York: Modern Language Association of America.

Bush. M.D., and R. M. Terry. Eds. (1997). Technology-Enhanced Language Learning. Lincolnwood, IL: National Textbook Company.

Chapelle, C. A. (2001). Computer Applications in Second Language Acquisition: Foundations for Teaching, Testing and research. Cambridge, UK/New York: Cambridge UP.

Danan, M. (1992). Reversed subtitling and dual coding theory: New Directions for foreign language instruction. Language Learning, 42, 497-527.

Kellogg, G. S., & Howe, M.J.A. (1971). Using words and pictures in foreign language learning. Alberta Journal of Educational Research, 17, 87-94.

Knight, S. (1994). Dictionary: The tool of last resorting foreign language reading? A new perspective. The modern Language Journal, 78, 285-299.

McCarthy, B. (1994). Grammar Drills: What CALL Can and Cannot Do. Paper presented at the meeting of EUROCALL (Karlsruhe, Germany). ED 382-022.

Paivio, A. (1986). Mental representation: A dual-coding approach. New York: Oxford University Press.

Perez-Sotelo, L. and M. Gonzalez-Bueno. (2003). “IDEA: Electronic Writing in L2: Accuracy vs Other Outcomes.” Hispania 86.4: 869-73.

Raquel, Oxford. (2006). Effects of Technology-Enhanced Language Learning on Second Language Composition. Hispania, 89.2, 358-361