Abstract
This study investigated the effect of different modes of English captioning on EFL learners’ general listening comprehension. To this end, forty five intermediate-level learners were selected based on their scores on a standardized English proficiency test (PET) to carry out the study. Then, the selected participants were randomly assigned into two experimental groups (full-captions and keyword-captions) and one control group (no-captions). Research instrumentation included a pre-test and a post-test following an experimental design. Participants took a pre-test and a post-test containing 50 multiple-choice questions (25question for pre-test and 25 question for post-test) selected from a standard listening test PET, and also 15 treatment sessions. The findings showed significant differences among full-captions, keyword-captions, and no-captions in terms of their effect on learners’ general listening comprehension. This study provided some pedagogical implications for teaching listening through using different modes of captions. Keywords: Caption, full caption, keyword caption, listening comprehension
Highlights
Listening, the most frequently used form of language skill, plays a significant role in daily communication and in educational process. Mendelsohn (1994) found that of the total time spent on communication 45-50% is devoted to listening, 25-30% to speaking, 11-16% to reading, and 9% to writing
While most of studies have investigated the benefits of captions, and its effect on listening comprehension, this study aimed to investigate the effect of different modes of captioning on general listening comprehension of Iranian EFL learners
While the mean score of the pre-test for this group was 20.80, the mean of post-test was 45.86. It indicated an increase in the mean scores from the pre-test to the post-test situations in learner’s performance in listening comprehension through full captions films
Summary
The most frequently used form of language skill, plays a significant role in daily communication and in educational process. Mendelsohn (1994) found that of the total time spent on communication 45-50% is devoted to listening, 25-30% to speaking, 11-16% to reading, and 9% to writing. Mendelsohn (1994) found that of the total time spent on communication 45-50% is devoted to listening, 25-30% to speaking, 11-16% to reading, and 9% to writing. The first language mode that children acquire is listening (Krashen, 1985). When it is time for children to learn to read, they still have to listen so that they gain knowledge and information to follow directions. Students have to spend most of the time listening to what the teacher says, for example, giving lectures, asking questions, or telling directions. It is worth mentioning that nearly 90% of the class time in high school and university is spent in listening to discussion and lectures as estimated by Taylor (1964). Listening is one of the most important language skills in other words the "Cinderella skill" in second language learning (Nunan, 1997, p. 47)
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