Evaluating the Impact of an Interactive Annotation Learning System in Bilingual-subtitled Videos on Taiwanese EFL Students' Vocabulary Learning

Kyle Kuo-Wei Lai

《應用英語期刊》 16卷2期 (2021/12) Pp. 33-51

摘要

Previous studies have shown that subtitles, including dual subtitles, have positive learning effects for L2 learners when viewing videos in the target language. Similarly, research has contended that instructional designs with multimodality functions can assist language learners in improving their learning. This study hereby aimed to investigate the effectiveness of an interactive annotation learning system (IALS), through which students could learn and review novel vocabulary in bilingual-subtitled videos. Learners in the treatment group who viewed a video with dual subtitles using the IALS were compared to learners in the control group watching the same video without the IALS. The results revealed that students who watched the videos with the IALS achieved significant gains in vocabulary knowledge compared to that of the control group. Furthermore, the technology acceptance model questionnaire showed that students not only perceived the IALS useful in enhancing their vocabulary learning but also found it engaging and user-friendly when viewing videos with dual subtitles. The findings from this study support that bilingual-subtitled videos with IALS strengthen learners' vocabulary learning and also create a positive learning experience for them.

關鍵字

CALL ； bilingual subtitles ； vocabulary learning ； interactive annotation learning system (IALS)