Authentic Captioned Sitcom as Listening Comprehension Material in English Language Teaching

Year 2020, Volume: 9 Issue: 2, 167 - 193, 31.12.2020

Mehmet Özgen Nazlı Gündüz

Abstract

This paper provides the results of a research study conducted during the 2007-2008 spring semester at Selçuk University, School of Foreign Languages (SOFL) in order to determine the effects of captioned authentic video films on the listening comprehension of intermediate English as Foreign Language (EFL) students. Two groups of students (pilot and control group) were chosen and provided with the same chosen episodes of “Everybody Hates Chris”, an Emmy Award-nominated sitcom, and took the same pre- and post-tests, and questionnaires. While the experimental group of students watched the episodes with captions, the students in the control group watched them without captions. Subjects viewed the episodes once, for nearly 20 minutes. Before each presentation, both groups received work sheets of the target vocabulary and phrases. The results of the study showed that the group who watched the sitcom episodes with captioning scored significantly better in the listening comprehension test, than the ones in the controlled one. Pre/ post questionnaires were conducted to analyze the students’ perceptions of the effects of captioning on EFL learning. The results of the study revealed significant outcomes stating that films with captions in ELT teaching helped students understand the plot better; supported vocabulary acquisition; improved students’ listening skills. More, multi-sensory presentations encouraged students using captioning technology as a listening and a learning tool by themselves outside the classroom.

Keywords

Listening,, Listening Comprehension, captioned video

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