The Effect of Adding Same-Language Subtitles to Recorded Lectures for Non-Native, English Speakers in E-Learning Environments

Autor/in	Matthew, Gordon
Titel	The Effect of Adding Same-Language Subtitles to Recorded Lectures for Non-Native, English Speakers in E-Learning Environments
Quelle	In: Research in Learning Technology, 28 (2020), (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-7069
DOI	10.25304/rlt.v28.2340
Schlagwörter	Online Courses; Electronic Learning; Language of Instruction; English (Second Language); Second Language Learning; Visual Aids; Lecture Method; Academic Language; Economics Education; Majors (Students); Video Technology; Audio Equipment; Teaching Methods; College Students; Language Proficiency; Foreign Countries; Access to Information; Cognitive Ability; South Africa + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Anschauungsmaterial; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Wirtschaftskunde; Audio-CD; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Language skill; Language skills; Sprachkompetenz; Ausland; Denkfähigkeit; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Globally, online (or e-learning) environments are growing in popularity in schools and universities. However, the language of instruction in these environments is mostly English. This is a problem as most of the students enrolling into online learning environments in South Africa are non-native English speakers. For these students, English is their second or sometimes third proficient language, which puts them at a disadvantage while accessing information for certain modules. A possible solution is to add same-language subtitles (SLS) to recorded lectures in these online environments to facilitate student learning. Unfortunately, previous studies provided no conclusive evidence of the advantages or disadvantages of adding SLS to a recorded lecture with regard to performance. The participants in this study were first-year students (n = 64) in Academic Literacy, majoring in Economics. They were non-native speakers of English with an average English proficiency and were divided into four groups. Each group watched the same recorded lecture in one of the four presentation modes (PMs) (audio, video and video with two types of subtitles). The findings of the study showed no significant effect either on performance or on perceived cognitive load for the students watching a recorded lecture with added subtitles compared to watching without subtitles. (As Provided).
Anmerkungen	Association for Learning Technology. Gipsy Lane, Headington, Oxford OX3 0BO, UK. e-mail: enquiries@alt.ac.uk; Web site: https://journal.alt.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01