Abstract
Captioned videos in English are learning resources which have been underused in the past years. This article presents the results of a quasi experimental study on the relationship between the use of captions in scientific and technical videos in English and reading comprehension of that language at the university level. The study also tried to determine if caption use had an effect on video program content comprehension and student self-perception of program comprehension. The sample was made up of freshman engineering and basic sciences students participating in an English for science and technology reading program. Subjects from the experimental group watched captioned video programs while control group subjects watched the same programs without captions. Results show that caption use has an effect on program content comprehension and makes students feel more confident about their understanding of video programs.
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