L2 learning from captioned-video viewing in primary school students

Abstract

[eng] An increasing number of investigations have been conducted in the last decade to explore the effects of audiovisual input on L2 learning (Montero Perez, 2022; Muñoz, 2022). Nevertheless, primary school L2 learners are still an under-researched age group in comparison with university and secondary school students (Montero Perez & Rodgers, 2019). The literature suggests that L1 subtitles would be a more suitable option for primary school learners due to their lower L2 proficiency level and still developing L1 reading skills. However, the question on how suitable and beneficial captioned-video viewing may be for primary school learners from input-limited contexts still needs further evidence to be answered. The present study attempted to fill the gaps in the literature as regards the extent to which extensive captioned-video viewing (11 episodes) fostered vocabulary learning (written-word form recall, and written-word form and meaning recognition) and the development of receptive language skills in six groups of EFL primary school students from Chile (n=120; 9-11 years old; years 4 and 5). More specifically, we studied the influence of treatment, learner and input-related factors on the results. To start with, the experimental groups differed in terms of viewing distribution (number of episodes watched a week) and the activities completed at the end of each session (meaning-focused vs. construction-focused activities). As for learners’ characteristics, this study assessed the influence of a group of cognitive and language-related factors (L1 and L2) on the results. Finally, we explored the extent to which a set of context and word characteristics predicted vocabulary learning. The findings that emerged from the statistical analyses were interpreted in light of the literature and also of the learners’ perceptions of the viewing experience. Overall, the results revealed significant improvement in vocabulary learning and the development of receptive language skills in both year levels. Still, the treatment appeared to be especially beneficial for fifth graders due to their significantly higher proficiency level in both languages and, possibly, to their cognitive maturity. Notwithstanding this result, the analyses also showed that fourth graders’ performance was enhanced by the implementation of shorter lags between episodes. Additionally, the data on learners’ perceptions of the treatment provided rich evidence on how the participants from both year levels took advantage of the different modalities to compensate for their knowledge gaps. On the whole, the findings reported in this dissertation suggest that the use of captioned videos may be suitable and conducive learning in both year levels as long as some specific factors are considered.

[spa] A través de los años ha incrementado el número de investigaciones que han explorado los efectos del input audiovisual en el aprendizaje de una lengua extranjera. Sin embargo, los estudiantes de primaria han recibido una menor atención en comparación a los alumnos universitarios y de secundaria. Por lo tanto, esta investigación se diseñó con el objetivo de contribuir a la literatura en relación a la capacidad de los videos subtitulados en la L2 (11 episodios) de promover el aprendizaje de vocabulario y el desarrollo de habilidades receptivas en seis grupos de estudiantes de primaria de Chile (n= 120; 9-11 años de edad; cuarto y quinto año). Específicamente, se investigó la influencia de diversos factores en los resultados, los cuales estaban asociados tanto al tratamiento como a las características de los estudiantes y del input. Los resultados que se obtuvieron de los análisis estadísticos se interpretaron en base a la literatura y a las percepciones de los estudiantes respecto a la intervención. En resumen, los resultados indicaron que los estudiantes de ambos niveles mejoraron significativamente en vocabulario y el desarrollo de habilidades receptivas. Sin embargo, los estudiantes de quinto de primaria parecieron obtener mayores beneficios del tratamiento, los cuales podrían ser asociados a su mayor nivel de proficiencia en español y en inglés, y posiblemente a su mayor madurez cognitiva. A pesar de estos resultados, los análisis también demonstraron que el desempeño de los estudiantes de cuarto de primaria fue potenciado con la implementación de una menor distancia entre episodios. Adicionalmente, las percepciones de los estudiantes sobre el tratamiento demonstraron que los estudiantes de ambos niveles utilizaron las distintas modalidades para compensar por su falta de conocimiento sobre la L2. En general, los resultados publicados en esta tesis sugieren que los videos subtitulados en la L2 podrían ser apropiados y beneficiosos en ambos niveles siempre y cuando se consideren diversos factores en su implementación.