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The Effects of Captioning and Textual Enhancement on L2 Viewing Comprehension: Insights from Iranian EFL Learners | ||
| Applied Research on English Language | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 20 تیر 1405 | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22108/are.2026.147433.2659 | ||
| نویسندگان | ||
| Maryam Ehsani1؛ Hossein Karami2؛ Tahmineh Khalili* 3 | ||
| 1Ph.D. Student, Department of English Language and Literature, Faculty of Foreign Languages and Literatures, University of Tehran, Tehran, Iran. | ||
| 2Associate Professor, Department of English Language and Literature, Faculty of Foreign Languages and Literatures, University of Tehran, Tehran, Iran. | ||
| 3Assistant Professor, Department of Teaching English as a Foreign Language (TEFL), Faculty of Humanities, University of Hormozgan, Bandar Abbas, Iran. | ||
| چکیده | ||
| Studies on the effects of caption condition and the textual enhancement of lexical items in captions on L2 viewing comprehension have shown mixed results. This study investigated whether caption condition and textual enhancement influence Iranian EFL learners’ viewing comprehension. To this end, the following viewing conditions were examined: 1) captioned viewing with 16 textually-enhanced multiword items, 2) captioned viewing with 18 textually-enhanced single words, 3) uncaptioned viewing, and 4) unenhanced captioned viewing. Sixty-two Iranian EFL learners from four intact classes were randomly allocated to one of the viewing conditions. Viewing comprehension was assessed using a 10-item comprehension test. The results showed that the textual enhancement of multiword items and single words had a positive impact on their comprehension scores. Another noteworthy outcome was that unenhanced captioned viewing and uncaptioned viewing did not lead to significantly different comprehension scores. Additionally, questionnaire data indicated that participants were accustomed to watching English videos and that the majority of them watched English videos with L2 captions. The findings suggest that textual enhancement can be incorporated into captioned materials without compromising comprehension among high-intermediate to advanced EFL learners. The findings have implications for technological developments in L2 education, including future research, instructional design, and teacher education, particularly in EFL contexts. | ||
| کلیدواژهها | ||
| caption؛ L2 learning؛ listening؛ textual enhancement؛ viewing comprehension | ||
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آمار تعداد مشاهده مقاله: 105 |
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