Abstract
Despite the seemingly commonsensical view that captions or subtitles aid comprehension, empirical research is less certain about their recommendation for all language learners. This review article introduces some of the theoretical foundations of multimedia learning before examining recent studies investigating the facilitative effect of L2 captions, L1 subtitles and dual-language subtitles. Qualitative insights from research are then presented, with implications for both research and teaching practice further discussed. The article concludes by underlining the importance of learner perspectives due to the complexity of factors affecting the pedagogical value of captions and subtitles.
Reference49 articles.
1. Aldukhayel, D. (2021). The effects of captions on L2 learners’ comprehension of vlogs. Language Learning, 25(2), 178–191. http://hdl.handle.net/10125/73439
2. Alrefai, A., & Bataineh, R. (2019). Potential effectiveness of TED talks in developing listening reflections of Jordanian participants in United Nations Police Monitors Courses. International Journal for Innovation Education and Research, 7(10), 929–944. https://doi.org/10.31686/ijier.vol7.iss10.1852
3. Ballance, O. J. (2023). Sampling and randomisation in experimental and quasi-experimental CALL studies: Issues and recommendations for design, reporting, review, and interpretation. ReCALL, 1–14. https://doi.org/10.1017/S0958344023000162
4. Bianchi, F., & Ciabattoni, T. (2008). Captions and subtitles in EFL learning: An investigative study in a comprehensive computer environment. In A. Baldry, M. Pavesi, C. Taylor Torsello, & C. Taylor (Eds.), From Didactas to Ecolingua: An Ongoing Research Project on Translation and Corpus Linguistics (pp. 69–90). Edizioni Universita di Trieste.
5. Buck, G. (2001). Assessing listening. Cambridge University Press; Cambridge Core. https://doi.org/10.1017/CBO9780511732959