The Effects of Advance Organizers and Movie Subtitles on EFL Learners’ Comprehension of Videos

• Main Authors: Hui-Yu Yang, 楊蕙郁
• Other Authors: Ching-Chi Chen
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/09273583580859185413

博士 === 國立高雄師範大學 === 英語學系 === 101 === The present study was to investigate the effects of subtitles and advance organizers on EFL learners’ listening comprehension of videos. Three types of scaffold were examined. There were three experiments. In the first experiment, the experimental group watched subtitled videos, while the control group watched non-subtitled videos. The results showed that the experimental group outperformed the control group in the total score. The interaction analysis between English proficiency and experimental treatment did not show significant difference. In experiment two, the experimental group was exposed to the unaided advance organizers before watching non-subtitled video clips. The control group watched non-subtitled video clip without the advance organizers. The results showed that the experimental group did not outperform the control group in the comprehension tests. However, a significant interaction was found between English levels and advance organizers. In experiment three, the experimental group was exposed to aided advance organizers before watching non-subtitled English video clips. The control group read nothing before watching non-subtitled English video clips. The results showed that the experimental group significantly outperformed the control group in the total score. However, no significant interaction was found between students’ language levels and treatments. Students’ responses in the attitude questionnaire revealed that the experimental group held both positive and negative attitudes towards subtitles and advance organizers. The results did not support the hypotheses, the advance organizers were not as beneficial as expected, but somehow had negative impacts on EFL learners. All levels of students benefited from the scaffolding regardless of English proficiency levels, not particularly low achievers.