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The Effects of Knowledge of Results Feedback of Captioning on Listening Comprehension of English as a Second Language in Interactive Videodisc Systems
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Abstract

This study investigated the effects of English captioning used as knowledge of results feedback during English listening comprehension practice for Taiwanese students. A total of 72 college freshmen at National Taiwan Normal University--36 with above average and 36 with below average English reading proficiency--participated in the study, using an interactive videodisc program 1 hour every 2 weeks over 10 weeks. Two versions of the program, one with captioning and one without, were used. The effects on listening comprehension were measured by both a treatment content-specific listening comprehension test and the listening comprehension sub-test of the Test of English as a Foreign Language (TOEFL). The results indicated that subjects in the captioning treatment had a significantly higher score on the treatment content-specific listening comprehension test. There was no significant difference between the groups on the TOEFL listening comprehension test which measures general comprehension skills. In addition, English reading ability had a significant impact on listening comprehension performance, with the subjects in the above average group performing better than those in the below average group. These results suggest that using captioning for specific content will improve learner comprehension within that content. (58 references) (Author/MES)

Citation

Smith, E.E. & Shen, C.w. The Effects of Knowledge of Results Feedback of Captioning on Listening Comprehension of English as a Second Language in Interactive Videodisc Systems. Retrieved October 21, 2019 from .

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