Effects of Video Caption Modes on English Listening Comprehension and Vocabulary Acquisition Using Handheld Devices

Autor/inn/en	Hsu, Ching-Kun; Hwang, Gwo-Jen; Chang, Yu-Tzu; Chang, Chih-Kai
Titel	Effects of Video Caption Modes on English Listening Comprehension and Vocabulary Acquisition Using Handheld Devices
Quelle	In: Educational Technology & Society, 16 (2013) 1, S.403-414 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Vocabulary Development; Handheld Devices; Video Technology; Grade 5; Elementary School Students; Listening Comprehension; Cognitive Style; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Teaching Methods; Pretests Posttests; Educational Technology; Control Groups; Experimental Groups; Instructional Effectiveness; Taiwan + Suchen Sie Ihr Suchwort? Wortschatzarbeit; School year 05; 5. Schuljahr; Schuljahr 05; Hörverständnis; Cognitive styles; Kognitiver Stil; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Unterrichtserfolg
Abstract	This study investigates the effects of different display modes of video captions on mobile devices, including non-caption, full-caption, and target-word modes, on the English comprehension and vocabulary acquisition of fifth graders. During the one-month experiment, the status of the students' English listening comprehension and vocabulary acquisition was evaluated on a weekly basis. From the experimental results, it was found that the learning achievement of the English target-word group was as good as that of the full-caption group in terms of vocabulary acquisition, while both groups outperformed the non-caption group. When the students' learning preferences were taken into consideration, the visual style students in both the English target-word group and the full-caption group showed significantly better learning effectiveness in terms of vocabulary acquisition than those in the control group. Furthermore, in terms of listening comprehension, the students in all three groups made remarkable progress. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10