Maribel Montero Perez

Is less more? Effectiveness and perceived usefulness of keyword and full captioned video for L2 listening comprehension

Abstract The aim of this study was twofold: we investigated (a) the effect of two types of captioned video (i.e., on-screen text in the same language as the video) on listening comprehension; (b) L2 learners’ perception of the usefulness of captions while watching L2 video. The participants, 226 university-level students from a Flemish university, watched three short French clips in one of three conditions: the control group watched the clips without captions ( N = 70), the second group had fully captioned clips ( N = 81), the third group had keyword captioned clips ( N = 75). After each clip, all participants took a listening comprehension test, which consisted of global and detailed questions. To answer the detailed questions, participants had access to an audio passage of the corresponding clip. At the end of the experiment, participants completed a questionnaire and open-ended survey questions about their perception of captions. Our findings revealed that the full captioning group outperformed both the no captioning and the keyword captioning group on the global comprehension questions. However, no difference was found between the keyword captioning and the no captioning group. Results of the detailed comprehension questions (with audio) revealed no differences between the three conditions. A content-analysis approach to the questionnaire indicated that learners’ perceived need for full captions is strong. Participants consider captions useful for speech decoding and meaning-making processes. Surprisingly, keyword captions were considered highly distracting. These findings suggest that full rather than keyword captioning should be considered when proposing video-based listening comprehension activities to L2 learners.

Mobile Vocabulary Learning: Activities Allowing for Interaction through Input Enhancement

One of the major challenges of mobile (language) learning consists in designing content that is based on sound pedagogical (theoretical) frameworks and empirical findings. At the same time, content should be adapted to the technological constraints of mobile devices (e.g. screen size, keyboard, etc.). Based on a literature review of existing mobile language learning applications and insights from an interactionist perspective in the SLA literature, we propose a design for mobile vocabulary learning. The design is centered around the idea of providing learners with rich input (multimedia material) and opportunities for receiving input enhancement through interaction. We justify the design choices that were made and illustrate the vocabulary activity by means of some screenshots of a prototype model.

From input to output: the potential of parallel corpora for CALL

The aim of this paper is to illustrate the potential of a parallel corpus in the context of (computer-assisted) language learning. In order to do so, we propose to answer two main questions (1) what corpus (data) to use and (2) how to use the corpus (data). We provide an answer to the what-question by describing the importance and particularities of compiling and processing a corpus for pedagogical purposes. In order to answer the how-question, we first investigate the central concepts of the interactionist theory of second language acquisition: comprehensible input, input enhancement, comprehensible output and output enhancement. By means of two case studies, we illustrate how the abovementioned concepts can be realized in concrete corpus-based language learning activities. We propose a design for a receptive and productive language task and describe how a parallel corpus can be at the basis of powerful language learning activities. The Dutch Parallel Corpus, a ten-million word sentence aligned and annotated parallel corpus, is used to develop these language tasks.