Captions and Subtitles: Effects of Different Modes of Text Aids on EFL Learners’ Vocabulary Development and Reading Comprehension
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Focus of the current study was to compare the effects of the use of captions and subtitles on vocabulary development and reading comprehension. Participants consisted of 52 Korean college students. For the experiment, they were divided into two experimental groups: the caption group (n=27) and the subtitle group (n=25). Over the 10-week experimental period, all participants watched the audiovisual materials with either captions or subtitles. To examine their effectiveness, the participants took vocabulary and reading pre- and post-tests before and after the treatment. Paired samples t-tests and independent samples t-tests were run for data analysis. Findings indicate that both captions and subtitles can contribute to the enhancement in vocabulary development. Significant group difference was found indicating the superior effect of the use of captions. Regarding reading comprehension, positive effects of the use of captions were only found. There was a significant group difference suggesting that captions are more beneficial for increasing reading comprehension. Limitations for the present study and suggestions for the future research were also drawn based on these findings.
Abstract
Focus of the current study was to compare the effects of the use of captions and subtitles on vocabulary development and reading comprehension. Participants consisted of 52 Korean college students. For the experiment, they were divided into two experimental groups: the caption group (n=27) and the subtitle group (n=25). Over the 10-week experimental period, all participants watched the audiovisual materials with either captions or subtitles. To examine their effectiveness, the participants took vocabulary and reading pre- and post-tests before and after the treatment. Paired samples t-tests and independent samples t-tests were run for data analysis. Findings indicate that both captions and subtitles can contribute to the enhancement in vocabulary development. Significant group difference was found indicating the superior effect of the use of captions. Regarding reading comprehension, positive effects of the use of captions were only found. There was a significant group difference suggesting that captions are more beneficial for increasing reading comprehension. Limitations for the present study and suggestions for the future research were also drawn based on these findings.
참고문헌 (34)
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