TASK 2 - ARTICLE REVIEW

Url: http://llt.msu.edu/vol14num1/winkegasssydorenko.pdf

A. PROPER CITATION OF THE ARTICLE

a) Title: The Effects of Captioning Videos Used for Foreign Language Listening Activities

b) Journal: Language Learning & Theory, Volume 14, Number 1, February 2010

c) Author's Name:

1. Paul Winke, Assistant Professor in the Department of Linguistic and Languages (Michigan State University). She teaches language testing and language teaching methods in the MA TESOL and Second Language Studies Programs. Her research interests concern the assessment of L2 learners, individual differences, and teaching methods. She can be contacted at winke[at]msu.edu
   
2. Susan Gass, University Distinguished Professor in the Department of Linguistic and Languages (Michigan State University). Has served as the President of the American Association for Applied Linguistic and of the International Association of Applied Linguistic. She can be contacted at gass[at]msu.edu
   
3. Tetyana Sydorenko, Ph.D candidate in the Second Language Studies Program at Michigan State University. Her research interests include computer-assisted language instruction and testing, second language curriculum and materials development, and second language acquisition She has published book chapters on computer-assisted language learning and testing. She can be contacted at sydoren1[at]msu.edu
   

B. SUMMARY OF THE ARTICLE
The research was conducted with the purpose of investigating the effects of captioning videos used for foreign language listening activities. The main aim for this research is to investigate second language learners' use of captions while watching videos in any foreign language. Besides that, it also meant to investigate what the learners do with the captions, whether they read the whole text, or just in part in order to check where the attention is focused. Another aim of this research is to analyze the relevant level of proficiency required to make captions beneficial, which reflecting on the suitability of the captions for different level of students. In order to collect the data for this research, the researchers have gathered 150 second language learners from a Midwestern university in US consist of 59 male and 91 female volunteers. They were 2nd and 4th year learners of Spanish, 2nd and 4yh year learners of Russian, and 2nd year learners of Arabic and Chinese. All participants were English native speakers except for one who spoke in Kannada. The subjects have to undergone three levels of tests which are vocabulary tests, test of prior knowledge of key words, and comprehension tests. Before taking the tests, the subjects are required to watch 3 short videos with and without captions. For the first test - vocabulary tests, all subjects were given the same key target language vocabulary from the videos without English cognates. Then they were asked to translate the words into English. Exact translations or synonyms received full credit (1), for not synonyms but from the same semantic field received partial credit (1/2), and incorrect translations were given no credit (0). Meanwhile for the second test - subjects were tested on their prior knowledge of the key vocabulary of targeted language. They were presented with all vocabulary from the vocabulary tests and were asked to rate the words as to if they knew the word before seeing the videos. Points for unfamiliar words translated correctly or almost correctly on the vocabulary tests were summed to obtain a raw vocabulary score. For the third test, the subjects were given a few set of questions in order to check their understanding on the video. One point were given to each correct answer, and nil for incorrect answer. Based on the result, it can be said that captioning gives greater impact on learning process. The subjects who were exposed to captioned video able to give the expected result - based on the research questions.

C. MY REACTION

Indeed, this research fascinated me. I used to believe that watching
English programs will not really help me in improving my English. I
was told by some people that by reading the caption in the movie,
it will distract the process of learning English. However,upon reading
this article, and acknolwedging the results of the study, I've realized
that by reading the subtitle will somehow assist the learners
to learn the target language. Hence, I would love to quote the authors'
statement:

"Audiovisual materials enhanced with captions are powerful
pedagogical tools that are believed to help improve L2 listening
and reading comprehension
(Borras & Lafayette, 1994; Danan, 2004; Garza, 1991; Markham &
Peter, 2003)

In my opinion, the research was conducted well as it has answered
all the research questions stated in the article. For instance, based
on the findings of the study, it is evident that captioned, rahter than
non-captioned videos allow novel vocabulary recognition and overall
comprehension to occur. The study has also proved that captioned videos
functions as an efficient tool for all proficiency levels.


I believed that the result of this research is quite useful for educational
development in Malaysia, particularly in the areas where employing
videos in class are concerned. The study will without doubt provide
the guidance for the teachers that to better teach English language
to the students, captioned videos are possible to be used as a
successful teaching material. In fact, students nowadays can't just
be taught using chalk & talk method. Technologies, gadgets and videos
should be exploited in the language lessons. Well it may be easy for
advanced or intermediate learners who have become used to the target
language not to be dependent so much on the captions, however I am
mindful that captions assist novice in learning the target language
since captions could aid them to visualize what they hear. Thus,
I am in favour of using captioned videos in language class since
language learners will be aware of how the words displayed in
captions are pronounced. This will definitely improve their cognitive
processes. Captioned vidoes will make the teachers' job easier and the
lesson more appealing. In addition, teachers need not worry about
videos which are not captioned since they can even do it themselves
using Adobe Premier, iMovie or ViewPoint. Garza (1991) had noted that
captions assist language learners to connect auditory to visual input.
The more reason for educators to exploit the use of captioned videos.

Consequently, i hold high hopes that more educators need
to be shared the findings of this study through conferences, seminars
and workshops. So teachers can make use of captioned videos in teaching
the target language more effectively and efficiently.