HELP OPTIONS AND MULTIMEDIA LISTENING: STUDENTS’ USE OF SUBTITLES AND THE TRANSCRIPT

dc.creator	Maja Grgurović
dc.creator	Volker Hegelheimer
dc.date	2007-02-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:26:02Z
dc.date.available	2015-08-12T11:26:02Z
dc.identifier	1094-3501
dc.identifier	https://doaj.org/article/86f4e92afc534475bc50ce9eb5430de8
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/30262
dc.description	As multimedia language learning materials become prevalent in foreign and second language classrooms, their design is an important avenue of research in Computer-Assisted Language Learning (CALL). Some argue that the design of the pedagogical materials should be informed by theory such as the interactionist SLA theory, which suggests that input modification can help comprehension, but does not provide specific guidance regarding choices designers should make when they attempt to implement theory-based features like modified input. This empirical study was designed to provide evidence about one such issue: whether subtitles or transcripts are more effective in providing modified input to learners. A multimedia listening activity containing a video of an academic lecture was designed to offer help in the form of target language subtitles (captions) and lecture transcripts in cases of comprehension breakdowns. Eighteen intermediate ESL students enrolled in an academic listening class at a research university participated in the study. Two tests and questionnaires in addition to screen recordings were used to analyze students' performance on the activity and their use of help. The results indicate that participants interacted with the subtitles more frequently and for longer periods of time than with the transcript. Also, the study identified four patterns of learner interaction with the help options. Since, overall, the participants interacted with help less than half of the time they opened help pages, an important challenge in investigating help options lies in finding ways to promote the use of help.
dc.language	English
dc.publisher	University of Hawaii
dc.relation	http://llt.msu.edu/vol11num1/pdf/grgurovic.pdf
dc.relation	https://doaj.org/toc/1094-3501
dc.source	Language Learning and Technology, Vol 11, Iss 1, Pp 45-66 (2007)
dc.subject	Computer-Assisted Language Learning
dc.subject	Instructional Design
dc.subject	Interface Design
dc.subject	Learners' Attitudes
dc.subject	Listening
dc.subject	Multimedia
dc.subject	Video
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Literature (General)
dc.subject	PN1-6790
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Languages and Literatures
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Literature (General)
dc.subject	PN1-6790
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Languages and Literatures
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Literature (General)
dc.subject	PN1-6790
dc.subject	Language and Literature
dc.subject	P
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Literature (General)
dc.subject	PN1-6790
dc.subject	Language and Literature
dc.subject	P
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Literature (General)
dc.subject	PN1-6790
dc.subject	Language and Literature
dc.subject	P
dc.title	HELP OPTIONS AND MULTIMEDIA LISTENING: STUDENTS’ USE OF SUBTITLES AND THE TRANSCRIPT
dc.type	article