THE EFFECT OF INTRALINGUAL CAPTION ON STUDENTS’ VOCABULARY LEARNING
Syazwani Azizi1, Azlina Abdul Aziz1
1 Fakulti Pendidikan, Universiti Kebangsaan Malaysia, Bangi, Malaysia
*Corresponding Author: azizi.syazwani@yes.my Accepted: 1 February 2020 | Published: 15 February 2020
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Abstract: The education system in Malaysia, as in many countries, is leading towards the 21st-century teaching and learning which integrates the use of electronic media such as video. Integrating video material into the practice is one of the strategies to improve vocabulary in language learners. To achieve this, teachers have to maximise the use of video for self-paced learning despite the students’ skill levels. However, research shows that only a small percentage of teachers use video regularly. Thus, this research aims to explore the effect of captioned television series on vocabulary learning in Malaysian with a predominantly Malay rural school context. This quasi-experimental study involved 61 students from SMK Sultan Tajul Ariffin to quantitatively explore the vocabulary input level after watching captioned TV Series. The study indicates a significant improvement in vocabulary after the treatment. Captioned video benefits students by improving their vocabulary compare to the non-captioned. The captioned video provides authentic language that scaffolds language learning using simultaneous listening and reading. This study is hoped to provide teachers and students with the insight to the potential of captioned video in improving vocabulary, especially in ESL teaching and learning.
Keywords: caption, ESL, subtitles
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1. Introduction
Learning languages is potentially more efficient when the entertainment element is included in learning. There are many features of entertainment media that is beneficial to the language learning process. Audio-visual resources such as television series and films contain nearly authentic resource for language learning. Many claimed that using entertainment as a learning method tremendously helped the language learning process. However, many of these claims are not supported by a methodical research that could analyse to what extent this claim has a footing in language learning process.
Lack of exposure to the English language has been a serious problem for L2 students to achieve language proficiency. Without sufficient exposure to the target language, students will struggle to learn the target language especially after they have passed the critical age which is optimum for language acquisition. With the advent of technology using peer shared video files and crowd source subtitling community; they can use the abundance of entertainment resources like television series as an ESL teaching and learning tool as a scientifically backed method to familiarize students with the target language. Yunus, Salehi
& Amini (2016) suggested that teachers can use Computer Assisted Language Learning (CALL) to scaffold all level of language learners in lexical competence and writing ability as
the use of multimedia is celebrated as one of the 21st Century Teaching and Learning, we must cultivate what aspect of this technology that can improve the language learning effectiveness. The purpose of this study is to explore the effects of including the caption in the audio-visual material to upper secondary students L2 learners vocabulary level.
The objectives of the study are to:
i. To identify the participants level of English language vocabulary.
ii. To identify the correlation between the numbers of vocabulary learned based on the availability of caption in English language TV series.
iii. To identify the relationship between the numbers of vocabulary learned based on the level of learners.
One of the aspects of TV series that has helped language learner learn a new language is the feature of caption and subtitles. Ching and Tchong (2015) determine the effect of putting caption by making the participants translate the script. By observing the participant frequency of referring to a dictionary and the number of the correct translation made in each episode, the research found that participants who translated the captioned video use fewer dictionary compare to the non-captioned session. Shabani (2015) on the other hand studied the Iranian setting of using caption in TV Series. He found that participants outperformed the control group in the post-test specific of vocabulary learning. He also researches the participants’
attitude using the interview. Respondents’ testimonies that caption help them to understand the social cues and context of the video better than listening.
Captioning is one of the features of video that has been undervalued as a learning strategy (Danan, 2004). In some countries, providing the caption for the national television channel is legally demanded as a way to provide equity to the differently-abled communities such as people with hearing disability. It was further discovered that the effect of making caption available also helped a person learning second language (Gernsbacher, 2015). The studies of using caption are substantial in ESL and EFL context such as Iranian students (Mardani &
Najmabadi, 2017; Shabani & Zanussi, 2015), Spanish students (Montero Perez, Peters, &
Desmet, 2015; Allen, 2017; Jelani & Boers, 2018) and Slovak students (Metruk, 2018) but are still limited especially in Malaysian context.
Birulés-Muntané and Faraco (2016) study an intermediate group of Spanish students who watched TV Series using interlingual caption and interlingual caption. The results also showed that intralingual caption is more helpful to understand the TV Series than interlingual caption but both captions helped well than no caption given. Including the Malaysian context in this area of study will solidify the findings to be able to generalise to ESL learners all over the world. This research will continue to explore the effect of captioned television series on vocabulary learning in Malaysian with predominantly Malay rural school context.
The terms used in this study are as follows:
Caption: a short piece of text under a picture in a book, magazine, or newspaper that describes the picture or explains what the people in it are doing or saying (Cambridge Dictionary)
Subtitle: words shown at the bottom of a film or television picture to explain what is being said (Cambridge Dictionary)
Descriptive Caption: textual annotation that fully describes the visual of the video and the dialogue.
Interlingual caption /subtitles: caption is the translated version of the original audio in the audio-visual resource. The translated version is usually the first language of the learner while the original audio is in the target language (FL/SL).
Interlingual Reverse Caption: The audio is dubbed in the learners‟ first language while the caption is in the learners‟ target language.
Intralingual Caption: audio and the caption are both using the target language of learners.
This study focuses exclusively on Intralingual Caption.
2. Literature Review
The studies about caption in language learning are explained in three subheadings. The first theme is caption as Computer Assisted Language Learning (CALL). The second theme is the development studies of the caption in language learning. The third theme is the concept ad aspect of caption studies. The fourth theme is the theories that support the use of caption in language learning. Finally, this section explains the research gap that this paper will fulfill in the area of study. The recent development of research on caption has reached to the study of using Partial and Synchronised Captioning (PSC) as a CALL to achieve similar effectiveness that full captioning gave. “The results indicate that PSC leads to the same level of comprehension as the full captioning method while presenting less than 30% of the transcript.” (Mirzaei, Meshgi, Akita & Kawahara (2017). This section discusses the relevant literature that studies about the effect of caption and explains the relevant previous research.
Stimulation by Caption and Audiovisual
Danan (2004) outlined several compelling arguments of how undervalued captioning as an effective language learner strategy. Using Baltova experiment, he pointed out the limitation of audio-visual material as ‘limited’ to learn a language and captioning is needed to enhance the effectiveness of the material. Ching and Tchong (2015) on the other hand determine the effect of putting caption by making the participants translate the script. By observing the participant frequency of referring to a dictionary and the number of the correct translation made in each episode, the research found that participants who translated the captioned video use fewer dictionary compare to the non-captioned session.
Gernsbacher claimed that “more than 100 studies document that captioning a video improves comprehension, memory and attention to the video”. She goes further by imposing that there must be legal mandate to caption in the United States because of the diversely wide-ranging benefit including the person who is learning the second language.
Caption is Preferred by Language Learners
Further studies on learners’ perspective on caption are presented in Wang (2012). The studies link the positive attitude towards using TV series with subtitles. Although Wang did not specify and differentiate the term subtitle and type of caption, it could be inferred from the discussion. In the study involving EFL learners from Taiwan, participants answer a set of
questionnaire to tell their perspective on watching a video with the caption. The results show most of the participants enjoy the process and it helped them understand the TV Series.
However, it is important to note that the participants also have a significant issue with the level of language difficulty in the video and the speed of deliverance. Shabani (2015) on the other hand studied the Iranian setting of using caption in TV Series. He found that participants outperformed the control group in the post-test specific of vocabulary learning.
He also researches the participants’ attitude using the interview. Respondents’ testimonies that caption help them to understand the social cues and context of the video better than listening.
Various Type of Caption
Winke, Gass and Sydorenko (2010) made a similar study on second and fourth year EFL learner of Arabic, Chinese, Spanish and Russian using an interview to obtain their perception about caption and quantitative analysis to test their vocabulary and comprehension after watching captioned and no captioned video. The overall results of the quantitative analysis revealed that participants who watched the video with caption score better on their vocabulary and comprehension test. Their perception concurs with the findings. Montero Perez, Pters, Clarebout and Desmet have made a lot of studies about the use of caption. Their study in 2014 compares four variety of captioning. 133 Flemish undergraduate students have to undergo four different level of support in the caption ranging from no caption(NC), full caption(FC), keyword captioning (KC) and full captioning with highlighted keywords (FCHK). Selected experts determine the target keyword and identify the vocabulary size that estimates learners’ proficiency. An extensive methodological measure was taken to ensure the reliability of the findings compares to other studies about the effect of captioning. The result shows no significant difference in comprehension under the four level of caption support due to some limitation. However, in terms of vocabulary recognition, the results confirm the benefit of using caption in the video. Frumuselu, Meyer, Donche and Plana (2015) address the effect of captioning on informal language. Their analysis took extensive measure to ensure that respondents’ proficiency does not affect the results of the pre and post-test of the study. Having done that, the results also show that the caption does help L2 learners in accordance with the Cognitive Theory of Multimedia Learning and Theory of Cognitive Load.
Birulés-Muntané and Faraco (2016) study an intermediate group of Spanish students who watched TV Series using interlingual caption and intralingual caption. The results also showed that interlingual caption is more helpful to understand the TV Series than intralingual caption but both captions helped well than no caption given. Their discussion highlighted their hypothesis that target language audio with L2 interlingual caption help learners to
“retune the link of speech-sound” so that they obtain more exposure to the target language.
However, this claim means the involvement of L1 is required in language learning which means it is more suitable to use subtitled TV Series for beginner to intermediate level.
Hopefully, the coming studies will cover at what level does the learner shift their habit of using interlanguage caption or subtitle to intralingual caption.
Caption in Language Learning in Theory
Using the intralingual caption should be the deliberate choice of L2 learners so it can scaffold their learning process. The problem raised in the numerous studies of the effect of the caption to language acquisition requires precise and consistent methodology s that the findings of these researches could be generalised. The Bilingual Dual Coding (Paivio, 1986), The Theory of Cognitive Load (1980) and Multimedia Learning Theory (Meyer, 2009) are the theories
supporting this study. Researches have confirmed that that authentic input and audio-visual material facilitate foreign language skills (Baltova, 1999; Danan, 2004; Ghia, 2012;
Vanderplank, 2010). Researchers who studied the impact of caption and subtitles also has found that interlingual and intralingual caption foster incidental vocabulary and further proficiency in second/foreign language (D’Ydewalle & Pavakanun, 1997; D’Ydewalle &
Van de Poel, 1999; Danan, 1992, 2004; Koolstra & Bentjees, 199Kuppens, 2010; Neuman &
Koskinen, 1992; Montero Perez & Desmet, 2012). Therefore it is significant that the study of the caption in TV series will light recent awareness to policymakers, teachers and most importantly students that about the benefit of captioning in the 21-century Teaching and learning.
One of the areas of research in Language Learning Strategies is on the Good Language Learners. Although a lot has been said about the Good Language Learners (Naiman et al, 1975, Mohamed Amin Embi, 1996; 2000), not much is known about Good Language Learners in the secondary school contexts especially in the rural areas. Hence, there is a need for a study to identify the effect of the caption as one of the strategies used by secondary schools students to improve their English language skills.
Language Proficiency Level
Table 1 shows, the scores of the participants during the pre-test. This is to determine the vocabulary level of the participants as indicated in the research question 1. The full score for the test is 150 while the lowest score is 30. This is obtained from the VKS scale where 1-5 scale was used to determine participants knowledge of the vocabulary selected. 30 vocabulary items were used in the test. The range of score is divided into three ranges of scores. The pre-test indicate that out of all 61 participants, 31.1 per cent of the participants scored high level of vocabulary. On the other hand the Mid-Level and the Low Level had similar score of 34.4 per cent. The participants are equally distributed within low-mid and high vocabulary level according to the pre-test.
Table 1: The Profile of the Participants (N=61)
Frequency, n Percentage, %
Gender Female 32 54
Male 29 46
Age 16 y/o 18 30
17 y/0 43 70
Ethnic Group Malay 61 100
Indian 0 0
Others 0 0
Vocabulary Level Low 21 34.4
Medium 21 34.4
High 19 31.1
In this study, after the normality tests were conducted, all in the control group fell within the acceptable range. Hence the total sample size for the control and experimental group of N=
61 remained. However, the test of normality using Shapiro-Wilk test indicate p > 0.05 for both the control and experimental group. The findings are presented in Table 2.
Table 2: Normality Test
Kolmogorov-Smirnov* control Experimental
Statistic .099 .095
Df 31 30
Sig. .200 (lower bound) .200 (lower bound)
Shapiro-Wilk control Experimental
Statistic .981 .939
Df 31 30
Sig. .841 .084
The normality of the sample is construed from the values of the Skewness and Kurtosis tests.
According to Sekaran (2003), values that fall within the range of -2 to +2 for the Skewness test, and -3 to +3 for the Kurtosis test are considered within the normal range. Therefore, the normality of the sample is appropriate. Details of the normality test findings are shown in Table 3.
Table 3: Statistical normality test for scale data from the participants (N=61) Control (N=31) Experimental (N=30)
Mean (5%trimmed) 3.58 11.54
Mean 3.58 11.90
Median 3.00 10.50
Variance 20.72 70.30
Std Deviation 4.55 8.38
Minimum -8.00 .00
Maximum 14.00 30.00
Range 22.00 30.00
Interquartile range 6.00 13.00
Skewness .065 .638
Kurtosis .693 -.395
Intralingual Caption VS No Caption Group
A one way ANOVA procedure was conducted to analyse the data. The researcher examined two different caption conditions. No caption treatment was given for the control group versus intralingual caption treatment as the experimental group with the VKS score as the dependent measure. The result of the statistical analysis revealed that there were significant differences of scores in the experimental group of the participants compared to the control group as the p- value shows less than .05 which is indicated in Table 4.
Table 4: Summary of one-way ANOVA for VKS Score
Source SS df MS F Sig.
Between groups 1055.194 1 1055.194 23.402 .000
Within Groups 2660.248 59 45.089
Total 3715.443 60
Table 5 shows the average increase in the VKS test. In the control group or no caption group, participants had a mean average increase of 3.58. On the other hand the intralingual captioned group or the experimental group showed a significant average of 11.90 score increases after the participants were shown video with intralingual caption.
This indicates the null hypothesis that there is no significant relationship between the number of vocabulary learned and the availability of caption in English language TV series is
rejected. Thus the studies had shown intralingual caption inclusion in the video material has more effect on vocabulary acquisition compare to video material with no caption.
Table 5: Descriptive of the VKS Scale Score
Treatment n M SD Min Max
No Caption 30 3.58 4.551 -8.00 14.00
English intralingual
Caption
30 11.90 8.284 .00 30.00
Total 61 7.672 7.869 -8.00 30.00
Vocabulary Improvement Analysis based on Proficiency Level
Table 6 shows the descriptive analysis for VKS Score by proficiency. The proficiency level is grouped according to the pretest of the VKS test. The analysis indicate that low proficiency group had an average increase of 3.05. It is noted that there are participants in the low group who had increase score up to 12.00 while there are participants who showed declining score up to -3.00.
The mid-level proficiency showed the highest average of 11.00 point average increase after the post-test with maximum increase up to 29.00. Participants in the mid-level proficiency also showed decrease in score after the experiment with decline up to -8.00.
Finally the high proficiency level participants showed average increase of 9.11 with no decline after the treatment. They also showed improvement up to 30 points score increase.
The result shows no significant pattern of vocabulary knowledge according to vocabulary proficiency level. However, the positive mean value indicate a significant increase regardless of the learners level.
Table 6: Descriptive analysis for VKS Score by proficiency
N mean Sd min max
low 21 3.05 33.56 -3.00 12.00
Mid 21 11.00 9.23 -8.00 29.00
high 19 9.11 7.59 .00 30.00
Total 61 7.67 7.87 -8.00 30.00
The first element that needed to be checked is the validity of the questionnaire item. Three language teachers were consulted in the process of electing the vocabulary item in the questionnaire. These language teachers are selected because of their experience in teaching.
Every language consultant has at least 20 years’ experience as a teacher. The language consultants were decorated with C2 in their either CPT or APTIS test. C2 are the highest level that a candidate can achieve in both of the test because their proficiency is on par with the native speakers. This is to ensure that the language item in the questionnaire is appropriate for the participants. The first measure that has to be taken was selecting the video material for the experiment to take place. 5 videos were shown to all three language consultant. After doing the pilot test, the video material was narrowed down to 2 videos. AT the end the language consultants unanimously agree that the video material selected was the most suitable for most students’ language level and demographic background.
The result of the KMO and Bartlett’s Test for independent variable are demonstrated in table 4.7. The KMO value is 0.45, which is less than the value of 0.60 (Kaiser, 1970). This indicate the sampling is not sufficient for the data to be generalized in a bigger population. However,
the Bartlett’s test of Sphericity achieve significant statistically thus supporting that there are correlation between the groups.
To ensure the questionnaire is reliable to measure participants’ vocabulary knowledge. The Vocabulary Knowledge Scale (VKS) were used. The reliability of VKS were rendered reliable by various researchers (Tan, Pandian & Jaganathan, 2016 ; Janebi Enayat, Amirian, Zareian & Ghaniabadi, 2018).
3. Discussion and Conclusion
The main objective of the current research is identifying the students’ level of vocabulary, test the effectiveness of captioned video against no captioned video to students’ vocabulary level and finally see the effect of captioned video to vocabulary score based on proficiency level. In this study, the discussion focuses on the mean value analysis of the variable.
First, the study found that there are significant improvement on the experimental group compare to the control group. The group with caption treatment scored higher in the post-test after they watch the video with caption. The control group also show improvement in their vocabulary knowledge but not as significant as the experiment group. This could be seen in the mean value of the experiment group where they had an increase of 11.9 mean score compare to 3.58 mean score in the control group. The one-way ANOVA indicate the p value is less than 0.05. Thus the null hypotheses were rejected as indicated in the results.
The result of the first research question indicates that most students’ vocabulary level is less than what is expected for form 5 students. This result is expected because according to the item analysis data showed by the participants’ teacher. Students who answered the essay part of the paper often use primary level vocabulary and misuse average level words. The teachers commented that sometimes students write Malay words or write the translation of their ideas.
The study of (first language) L1 interference by Manan et all (2017) details the type of error made caused by L1 interference by Malay students. Therefore, a captioned video that contains authentic language input could interest language learners and improve their motivation by removing affective filters that allow the learning process (Hayati &
Mohammadi, 2009). The results could apply to the general group of students in the school so that improvements could be made for the following year.
Second, the comparison of vocabulary knowledge between proficiency levels indicated that mid and high level group had higher mean score increase compare to low proficient group.
The mid-level proficiency group had the highest increase in the score means which is 11.00.
The high proficient group had the second highest increase in the mean score. The reason behind this could be that the vocabulary item selected is not challenging to their level of proficiency. On the other hand, the low proficient group has the lowest mean score increase which is 3.05. The second research question also found a significant increase in vocabulary score after they view the video with the intralingual caption. This result is expected for the higher proficiency students but was not expected in the lower proficiency students. However, all participants’ scores show improvement in the scores. This is concurrent with numerous studies in different settings of EFL learners including Winke, Gass and Sydorenko (2010), Montero-Perez at all (2014), Frumuselu et all (2015), Shabani (2015). It is also noted that participants of higher proficiency may have a higher increase in score compare to the lower proficiency participants. Thus, researchers could begin to highlight on the effectiveness of caption according to the proficiency level. This could help language learners determine when
is the suitable time for them to start using captioned video as a learning strategy. The result solidifies the claim that caption help learners improve their vocabulary.
However, the discussion and question about how the experiment is conducted could affect the results of the finding. Experiment setting and time could also affect the results of the findings. For example, the researcher made the experiment in a controlled and closed setting which is at the school’s computer lab because that is the setting with the least disturbances from the surrounding. Students were also not allowed to refer to books/dictionary and confer with their friends about the meaning of each vocabulary item. The computer lab is mildly soundproof from outside disturbances. The participants watch and listen to the video material using a headphone provided for every computer. They also sat at separate table about 0.5 meters from each other. To ensure that the participants were not looking up the internet during the session, the internet connection to all computers were temporarily stopped. If the participants repeated the parts of the video or have seen the video material beforehand, it could affect the result as exposure frequency has significant effect on incidental vocabulary acquisition (Heidari-Shahreza, Moinzadeh & Barati, 2014; Teng, 2016).
From this study, the significance of previous literature concerning caption and vocabulary learning and acquisition helps to expand the practical use of caption to develop autonomous learning strategy for students. This findings could also solidify the claim about how good language learners learn through watching films and drama in the target language A lot has been said about the good language learners (Naiman et al, 1975, Mohamed Amin Embi, 1996; 2000) but not much is known about good language learners in the secondary school contexts especially in the rural areas. Ang, Embi & Yunus (2017) studied successful English Language Learners of Form Five from a private secondary school in Kuching, Sarawak. The intervention used in this study could also be used as one of the best practice of good language learners. Using repeated vocabulary to learn language is one a good strategy as stated by Mahalingam & Yunus, (2017). They stated that one of a feature of a good learner is they ask to repeat the unfamiliar words in listening task. This also applies in vocabulary learning as to retain the vocabulary.
The current research is also important for teaching practitioners to expand and develop their role as facilitators and advisor on learning as stated in Tigarajan, Yunus & Aziz, A (2016) especially in “maximizing students’ involvement in the teaching and learning process within authentic contexts, where students can learn language naturally” (2016, p.143).
This research also showed that the elements of technology and entertainment in a captioned video material is a useful tool that could help ESL students improve their English language proficiency by watching target language video material with caption to acquire the vocabulary. People from the Malaysian Ministry of Education, language researchers, teacher and students should take advantage of the potential benefit gained from this research to help them achieve the bilingual proficiency in all students. With this knowledge the teachers and students could develop more effective learning and teaching strategies to help the students achieve the bilingual proficiency in all students by 2022 as stated in the Malaysia Education Blueprint.
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