An Automatic Caption Filtering and Partial Hiding Approach to Improving the English Listening Comprehension of EFL Students

Autor/inn/en	Hsu, Ching-Kun; Hwang, Gwo-Jen; Chang, Chih-Kai
Titel	An Automatic Caption Filtering and Partial Hiding Approach to Improving the English Listening Comprehension of EFL Students
Quelle	In: Educational Technology & Society, 17 (2014) 2, S.270-283 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	English (Second Language); Listening Comprehension; College Freshmen; Academic Achievement; Technology Uses in Education; Eye Movements; Video Technology; Foreign Countries; Research Design; Attention; Computer Assisted Instruction; Comparative Analysis; Questionnaires; Student Attitudes; Use Studies; Satisfaction; Taiwan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Hörverständnis; Studienanfänger; Schulleistung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Augenbewegung; Ausland; Forschungsdesign; Aufmerksamkeit; Computer based training; Computerunterstützter Unterricht; Fragebogen; Schülerverhalten; Benutzerschulung; Zufriedenheit
Abstract	Fostering the listening comprehension of English as Foreign Language (EFL) learners has been recognized as an important and challenging issue. Videos have been used as one of the English listening learning resources; however, without effective learning supports, EFL students are likely to encounter difficulties in comprehending the video content, leading to frustration and reducing learning interest. In this study, a learning system with an automatic caption filtering and partial hiding mechanism was developed to improve the English listening comprehension of EFL students. An experiment was conducted to evaluate the effects of the proposed approach on students' learning achievements and perceptions. The participants were 76 freshmen from two classes of a non-language-related department of a university. Each class contained 38 students. The two classes of students were situated in the proposed learning context and the conventional technology-enhanced learning context with a counterbalanced experimental design. The experimental results verified that the proposed caption filtering approach effectively improved the listening comprehension of the students in comparison with the conventional approach which provides full captions and an e-dictionary. Moreover, from the data collected by the eye movement tracking device, it was found that more than 76% of the students relied on the captions during the learning activity, reflecting the importance of developing effective caption filtering mechanisms for supporting EFL learners. (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