Learners Perceptions and Feelings Regarding Language Options of Audio-visual Materials
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Keywords:
Perceived usefulness, enjoyability, audio-visual materials, Japan, EFL
Abstract
Research has shown that watching audio-visual materials can be beneficial for comprehension, motivation, and language acquisition in general. Subscription Video on Demand (SVOD) services, authentic, meaning focused foreign language audio-visual content has become more accessible in Japan. SVOD services offer various language options when accessing content. This study investigated the perceptions of usefulness of Japanese EFL learners considering three different language options, and enjoyment the students experienced watching a sitcom with the different language options. The participants completed questionnaires, watched three different episodes of a US sitcom, and randomly selected participants were asked to clarify their opinions in follow-up interviews. The results show that the participants consider captions to be the most useful language option, while the Japanese subtitles language option is the most enjoyable one, closely followed by the captions option. Finally, the study gives suggestions for language teachers what to do with these findings.
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References
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Ashcroft, R. J., Garner, J., & Hadingham, O. (2018). Incidental vocabulary learning through watching movies. Australian Journal of Applied Linguistics, 1(3), 135–147. https://doi.org/10.29140/ajal.v1n3.89
Baltova, I. (1994). The impact of video on the comprehension skills of core French students. The Canadian Modern Language Review, 50(3), pp. 507-532.
Baltova, I. (1999). Multisensory language teaching in a multidimensional curriculum: The use of authentic bimodal video in core French. Canadian Modern Language Review, 56(1), 32-48.
Barkhuizen, G.P. (1998). Discovering learners' perceptions of ESL classroom teaching/learning activities in a South African context. TESOL Quarterly, 32(1), 85-108. https://doi.org/10.2307/3587903
Başaran, H. F., & Köşe, G. D. (2012). The effects of captioning of EFL learners’ listening comprehension. Procedia – Social and Behavioral Sciences, 70, 702-708.
Bianchi, F., Ciabattoni, T., (2008). Captions and subtitles in EFL learning: an investigative study in a comprehensive computer environment. In Baldry, A., Pavesi, M., Taylor Toresello, C., & Taylor, C. (Eds.), From didactas to ecolingua: An ongoing research project on translation and corpus linguistics (pp.69-90). EUT Edizioni Università di Trieste.
Bird, S. A., & Williams, J. N. (2002). The effect of bimodal input on implicit and explicit memory: An investigation into the benefits of within-language subtitling. Applied Psycholinguistics, 23(4), 509–533. https://doi.org/10.1017/S0142716402004022
Canning-Wilson, C., & Wallace, J. (2000). Practical aspects of using video in the foreign language classroom. The Internet TESL Journal, 6(11), 36-1.
Chapple, L. & Curtis, A. (2000). Content-based instruction in Hong-Kong: Student responses to film. System, 28(3), 419–434.
Council of Europe. (2001). Common European framework of reference for language learning and teaching. Cambridge, Cambridge University Press.
Danan, M. (2004). Captioning and subtitling: Undervalued language learning strategies. Meta: Journal des traducteurs/Meta: Translators' Journal, 49(1), 67-77. https://doi.org/10.7202/009021ar
De Bock, H. (1977). Ondertitelen of Nasynchroniseren? [Subtitling or Dubbing?] Report No. B77-090. Hilversum: NOS.
Dewaele, J. M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment inthe foreign language classroom. Studies in Second Language Learning and Teaching,4(2), 237–274. https://doi.org/10.14746/ssllt.2014.4.2.5
Dewaele, J. M., & Alfawzan, M. (2018). Does the effect of enjoyment outweigh that of anxiety in foreign language performance?. Studies in Second Language Learning and Teaching, 8(1), 21-45.
Dewaele, J. M., Chen, X., Padilla, A. M., & Lake, J. (2019). The flowering of positive psychology in foreign language teaching and acquisition research. Frontiers in psychology, 10, 2128.
Dizon, G. (2018). Netflix and L2 learning: A case study. The EuroCALL Review, 26(2),30-40. https://doi.org/10.4995/eurocall.2018.9080
d’Ydewalle, G & Pavakanun, U. (1995). Acquisition of a second/foreign language by viewing a television program. In P. WinterhoffSpurk (Ed.). Psychology of media in Europe: the state of the art, perspectives for the future (pp. 51-64). Westdeutscher Verlag.
d’Ydewalle, G. & Pavakanun, U. (1997). Could enjoying a movie lead to language acquisition? In P. WinterhoffSpurk & T. H. A. van der Voort (Eds.). New horizon in media psychology (pp. 145-155). Westdeutscher Verlag.
Garza, T.J. (1991). Evaluating the use of captioned video materials in advanced foreign language learning. Foreign Language Annals, 24(3), 239-258. https://doi.org/10.1111/j.1944-9720.1991.tb00469.x
Koolstra, C.M., & Beentjes, J.W. (1999). Children's vocabulary acquisition in a foreign language through watching subtitled television programs at home. Educational Technology Research and Development, 47(1), 51-60. https://doi.org/10.1007/BF02299476
Koolstra, C. M., Peeters, A. L., & Spinhof, H. (2002). The prons and cons of dubbing and subtitling. European Journal of Communication, 17(1), 325-351.
Lin, P. M. S., & Siyanova, A. (2014). Internet television for L2 vocabulary learning. In D. Nunan & J. C. Richards (Eds.), Language learning beyond the classroom (pp. 149-158). Routledge.
MacIntyre, P. D., & Gregersen, T. (2012). Emotions that facilitate language learning: The positive-broadening power of the imagination. Studies in Second Language Learning and Teaching, 2(1), 193–213. https://doi.org/10.14746/ssllt.2012.2.2.4
MacIntyre, P. D., & Vincze, L. (2017). Positive and negative emotions underlie motivation for L2 learning. Studies in Second Language Learning and Teaching, 7(1), 61–88. https://doi.org/10.14746/ssllt.2017.7.1.4
Montero Perez, M., Peters, E., & Desmet, P. (2015). Enhancing vocabulary learning through captioned video: An eye-tracking study. The Modern Language Journal, 99(2), 308–328. https://doi.org/10.1016/j.system.2013.07.013
Nation, P. (2007). ‘The Four Strands’. Innovation in Language Learning and Teaching,1(1), 2-13.
Peacock, M.(1997). The effect of authentic materials on the motivation of EFL learners, ELT Journal, 51( 2), 144–156, https://doi.org/10.1093/elt/51.2.144
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648-006-9029-9
Piniel, K., & Albert, Ã. (2018). Advanced learners’ foreign language-related emotions across the four skills. Studies in Second Language Learning and Teaching, 8(1), 127–147. https://doi.org/10.14746/ssllt.2018.8.1.6
Peters, E., & Webb, S. (2018). Incidental vocabulary acquisition through viewing L2 television and factors that affect learning. Studies in Second Language Acquisition, 40(3), 551-577. https://doi:10.1017/S0272263117000407
Robinson, P., Mackey, A., Gass, S. M., & Schmidt, R. (2012). Attention and awareness in second language acquisition. In S.M. Gass & A. Mackey (Eds.), The Routledge handbook of second language acquisition (pp. 247-267). Routledge.
Teng, M. & Zhang, D. (2021). The associations between working memory and the effects of multimedia input on L2 vocabulary learning. International Review of Applied Linguistics in Language Teaching. https://doi.org/10.1515/iral-2021-0130
Vandergrift, L., & C. M. Goh. (2012). Teaching and Learning Second Language Listening. Routledge.
Villavicencio, F., & A. Bernardo. (2013). Positive Academic Emotions Moderate the Relationship Between Self-Regulation and AcademicAchievement. British Journal of Educational Psychology, 83(2), 329-340. https://doi:10.1111/j.2044-8279.2012.02064.x
Vinjé, M. (1994). Kinderen praten Engels: Balans van het Engels aan het einde van de basisschool [Children speak English: Results of English lessons at the conclusion of the elementary school]. JSW, 79(4), 32–35.
Zaidi, A., Awaludin, F. A., Karim, R. A., Ghani, N. F. C., Rani, M. S. A., & Ibrahim, N. (2018).University students’ perceptions of YouTube usage in (ESL) classrooms. International Journal of Academic Research in Business and Social Sciences, 8(1), 541–553. https://doi.org/10.6007/ijarbss/v8-i1/3826
Ashcroft, R. J., Garner, J., & Hadingham, O. (2018). Incidental vocabulary learning through watching movies. Australian Journal of Applied Linguistics, 1(3), 135–147. https://doi.org/10.29140/ajal.v1n3.89
Baltova, I. (1994). The impact of video on the comprehension skills of core French students. The Canadian Modern Language Review, 50(3), pp. 507-532.
Baltova, I. (1999). Multisensory language teaching in a multidimensional curriculum: The use of authentic bimodal video in core French. Canadian Modern Language Review, 56(1), 32-48.
Barkhuizen, G.P. (1998). Discovering learners' perceptions of ESL classroom teaching/learning activities in a South African context. TESOL Quarterly, 32(1), 85-108. https://doi.org/10.2307/3587903
Başaran, H. F., & Köşe, G. D. (2012). The effects of captioning of EFL learners’ listening comprehension. Procedia – Social and Behavioral Sciences, 70, 702-708.
Bianchi, F., Ciabattoni, T., (2008). Captions and subtitles in EFL learning: an investigative study in a comprehensive computer environment. In Baldry, A., Pavesi, M., Taylor Toresello, C., & Taylor, C. (Eds.), From didactas to ecolingua: An ongoing research project on translation and corpus linguistics (pp.69-90). EUT Edizioni Università di Trieste.
Bird, S. A., & Williams, J. N. (2002). The effect of bimodal input on implicit and explicit memory: An investigation into the benefits of within-language subtitling. Applied Psycholinguistics, 23(4), 509–533. https://doi.org/10.1017/S0142716402004022
Canning-Wilson, C., & Wallace, J. (2000). Practical aspects of using video in the foreign language classroom. The Internet TESL Journal, 6(11), 36-1.
Chapple, L. & Curtis, A. (2000). Content-based instruction in Hong-Kong: Student responses to film. System, 28(3), 419–434.
Council of Europe. (2001). Common European framework of reference for language learning and teaching. Cambridge, Cambridge University Press.
Danan, M. (2004). Captioning and subtitling: Undervalued language learning strategies. Meta: Journal des traducteurs/Meta: Translators' Journal, 49(1), 67-77. https://doi.org/10.7202/009021ar
De Bock, H. (1977). Ondertitelen of Nasynchroniseren? [Subtitling or Dubbing?] Report No. B77-090. Hilversum: NOS.
Dewaele, J. M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment inthe foreign language classroom. Studies in Second Language Learning and Teaching,4(2), 237–274. https://doi.org/10.14746/ssllt.2014.4.2.5
Dewaele, J. M., & Alfawzan, M. (2018). Does the effect of enjoyment outweigh that of anxiety in foreign language performance?. Studies in Second Language Learning and Teaching, 8(1), 21-45.
Dewaele, J. M., Chen, X., Padilla, A. M., & Lake, J. (2019). The flowering of positive psychology in foreign language teaching and acquisition research. Frontiers in psychology, 10, 2128.
Dizon, G. (2018). Netflix and L2 learning: A case study. The EuroCALL Review, 26(2),30-40. https://doi.org/10.4995/eurocall.2018.9080
d’Ydewalle, G & Pavakanun, U. (1995). Acquisition of a second/foreign language by viewing a television program. In P. WinterhoffSpurk (Ed.). Psychology of media in Europe: the state of the art, perspectives for the future (pp. 51-64). Westdeutscher Verlag.
d’Ydewalle, G. & Pavakanun, U. (1997). Could enjoying a movie lead to language acquisition? In P. WinterhoffSpurk & T. H. A. van der Voort (Eds.). New horizon in media psychology (pp. 145-155). Westdeutscher Verlag.
Garza, T.J. (1991). Evaluating the use of captioned video materials in advanced foreign language learning. Foreign Language Annals, 24(3), 239-258. https://doi.org/10.1111/j.1944-9720.1991.tb00469.x
Koolstra, C.M., & Beentjes, J.W. (1999). Children's vocabulary acquisition in a foreign language through watching subtitled television programs at home. Educational Technology Research and Development, 47(1), 51-60. https://doi.org/10.1007/BF02299476
Koolstra, C. M., Peeters, A. L., & Spinhof, H. (2002). The prons and cons of dubbing and subtitling. European Journal of Communication, 17(1), 325-351.
Lin, P. M. S., & Siyanova, A. (2014). Internet television for L2 vocabulary learning. In D. Nunan & J. C. Richards (Eds.), Language learning beyond the classroom (pp. 149-158). Routledge.
MacIntyre, P. D., & Gregersen, T. (2012). Emotions that facilitate language learning: The positive-broadening power of the imagination. Studies in Second Language Learning and Teaching, 2(1), 193–213. https://doi.org/10.14746/ssllt.2012.2.2.4
MacIntyre, P. D., & Vincze, L. (2017). Positive and negative emotions underlie motivation for L2 learning. Studies in Second Language Learning and Teaching, 7(1), 61–88. https://doi.org/10.14746/ssllt.2017.7.1.4
Montero Perez, M., Peters, E., & Desmet, P. (2015). Enhancing vocabulary learning through captioned video: An eye-tracking study. The Modern Language Journal, 99(2), 308–328. https://doi.org/10.1016/j.system.2013.07.013
Nation, P. (2007). ‘The Four Strands’. Innovation in Language Learning and Teaching,1(1), 2-13.
Peacock, M.(1997). The effect of authentic materials on the motivation of EFL learners, ELT Journal, 51( 2), 144–156, https://doi.org/10.1093/elt/51.2.144
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648-006-9029-9
Piniel, K., & Albert, Ã. (2018). Advanced learners’ foreign language-related emotions across the four skills. Studies in Second Language Learning and Teaching, 8(1), 127–147. https://doi.org/10.14746/ssllt.2018.8.1.6
Peters, E., & Webb, S. (2018). Incidental vocabulary acquisition through viewing L2 television and factors that affect learning. Studies in Second Language Acquisition, 40(3), 551-577. https://doi:10.1017/S0272263117000407
Robinson, P., Mackey, A., Gass, S. M., & Schmidt, R. (2012). Attention and awareness in second language acquisition. In S.M. Gass & A. Mackey (Eds.), The Routledge handbook of second language acquisition (pp. 247-267). Routledge.
Teng, M. & Zhang, D. (2021). The associations between working memory and the effects of multimedia input on L2 vocabulary learning. International Review of Applied Linguistics in Language Teaching. https://doi.org/10.1515/iral-2021-0130
Vandergrift, L., & C. M. Goh. (2012). Teaching and Learning Second Language Listening. Routledge.
Villavicencio, F., & A. Bernardo. (2013). Positive Academic Emotions Moderate the Relationship Between Self-Regulation and AcademicAchievement. British Journal of Educational Psychology, 83(2), 329-340. https://doi:10.1111/j.2044-8279.2012.02064.x
Vinjé, M. (1994). Kinderen praten Engels: Balans van het Engels aan het einde van de basisschool [Children speak English: Results of English lessons at the conclusion of the elementary school]. JSW, 79(4), 32–35.
Zaidi, A., Awaludin, F. A., Karim, R. A., Ghani, N. F. C., Rani, M. S. A., & Ibrahim, N. (2018).University students’ perceptions of YouTube usage in (ESL) classrooms. International Journal of Academic Research in Business and Social Sciences, 8(1), 541–553. https://doi.org/10.6007/ijarbss/v8-i1/3826
Published
2022-09-26
How to Cite
Sakić, S. (2022). Learners Perceptions and Feelings Regarding Language Options of Audio-visual Materials. IJOTL-TL: Indonesian Journal of Language Teaching and Linguistics, 7(2), 167-183. https://doi.org/10.30957/ijoltl.v7i2.693
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