Partial versus full captioning mode to improve L2 vocabulary acquisition in a mobile-assisted language learning setting: words pronunciation domain

• Published in: Journal of computing in higher education 2021-08, Vol.33 (2), p.524-543
• Main Authors: Mohsen, Mohammed Ali, Mahdi, Hassan Saleh
• Format: Article
• Language: English
• Subjects: Arabs; CAI; Captions; Cognitive Ability; Cognitive load; Comparative Analysis; Computer Assisted Instruction; Computer assisted language learning; Education; Educational Technology; English (Second Language); English as a second language learning; English language learners; Foreign languages; Handheld Devices; Higher Education; Language acquisition; Language Tests; Learning; Learning and Instruction; Mastery Learning; Positive Attitudes; Pretests Posttests; Pronunciation; Pronunciation Instruction; Scores; Second Language Instruction; Second Language Learning; Second language vocabulary learning; Second Languages; Student Attitudes; Subtitles & subtitling; Teaching Methods; Telecommunications; Video Technology; Visual Aids; Vocabulary Development
• ISSN: 1042-1726; 1867-1233
• DOI: 10.1007/s12528-021-09276-0

Video captioning has been investigated extensively in the Computer-Assisted Language Learning (CALL) literature to aid second language vocabulary acquisition. However, a little is known about how video captioning could foster learners’ pronunciation, which is a component of second language vocabulary acquisition proposed by Nation (Nation, Learning vocabulary in another language, Cambridge University Press, 2001), when attending to video captioning. Therefore, this study aims to investigate the effect of two types of video captioning, namely, full versus partial captioning, on mastery of word pronunciation. Furthermore, we tested the magnitude of the cognitive load imposed by video captioning types using NASA TLX. A total of 55 Arab English as a Foreign Language learners watched videos with full, partial or no captioning. Their perceptions about learning with captioning were also surveyed. Results of the pre–post-tests indicated that the captioning groups’ performance in the pronunciation tests outscored the no captioning group. In turn, the partial captioning group’s scores were slightly higher than those of the full captioning group. However, this difference was statistically insignificant. Cognitive load was found higher in full captioning and no captioning than that in the partial captioning mode. The participants showed highly positive attitudes towards learning with captions.