A Study on the Differential Effects of Subtitling Modes—Interlingual, Intralingual, and Bilingual Subtitling—on Video Comprehension
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This study focused on the differential effects of subtitling modes on video comprehension. The experiment was conducted in the spring semester of the 2019 academic year. Participants comprised 80 EFL college students in Korea. They were randomly assigned to the three experimental groups—an interlingual subtitling group (n = 24), an intralingual subtitling group (n = 25), and a bilingual subtitling group (n = 31)—and viewed a video with the three different subtitles. As this study employed quantitative methods, the participants were given five comprehension questions for both the pre- and post-tests to measure their general and specific comprehension of the video. The survey was administered to understand how the three experimental groups felt about subtitled videos in regard to foreign language learning. Paired sample t-tests and one-way ANOVAs were run to analyze the quantitative data. Findings reveal that all the three subtitling groups increased both general and specific comprehension of the video. No group difference was found in general comprehension, while a statistically significant group difference was found regarding specific comprehension. In the survey, the intralingual subtitling group revealed the most positive attitudes toward motivation and confidence and the most negative attitudes toward stress. This study yields pedagogical implications and suggestions for EFL learning.
Abstract
This study focused on the differential effects of subtitling modes on video comprehension. The experiment was conducted in the spring semester of the 2019 academic year. Participants comprised 80 EFL college students in Korea. They were randomly assigned to the three experimental groups—an interlingual subtitling group (n = 24), an intralingual subtitling group (n = 25), and a bilingual subtitling group (n = 31)—and viewed a video with the three different subtitles. As this study employed quantitative methods, the participants were given five comprehension questions for both the pre- and post-tests to measure their general and specific comprehension of the video. The survey was administered to understand how the three experimental groups felt about subtitled videos in regard to foreign language learning. Paired sample t-tests and one-way ANOVAs were run to analyze the quantitative data. Findings reveal that all the three subtitling groups increased both general and specific comprehension of the video. No group difference was found in general comprehension, while a statistically significant group difference was found regarding specific comprehension. In the survey, the intralingual subtitling group revealed the most positive attitudes toward motivation and confidence and the most negative attitudes toward stress. This study yields pedagogical implications and suggestions for EFL learning.
참고문헌 (40)
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