The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
The Effects of Keyword Captions to Authentic French Video on Learner Comprehension
Abstract
The common practice in captioning video programs for foreign language instruction is to transcribe the spoken language verbatim into captions. This practice presents a dense visual channel for foreign language learners. The study presented here tested a keyword captioning method based on the hypothesis that keyword captions present learners with less to read without attenuating their comprehension of the information in the spoken message. The design of the experiment was simple; the use of three different amounts of text on video were compared: full text, keywords, and no text. The results of the experiment showed that the keyword captions group outperformed the no-text group and that the full text captions group outperformed the keyword captions group; however, a post-hoc analysis revealed no significant difference between the means of the full text captions group and the keyword captions group. The positive effect of both keyword and full text captions on comprehension, the basic research hypothesis, is confirmed.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In Guillory's study, learners in the keyword group performed as well as the full captioning group on the comprehension questions.
“The results showed that learners in the keyword group (receiving only 14% of the full captioning text) performed as well as the full captioning group on the comprehension questions.”
From Effects of captioning on video comprehension and incidental vocabulary learning (2014) · cites this paper as Guillory, 1998
Research that has attempted to reduce textual density by offering only keyword captions has yielded inconclusive results.
“research that has attempted to reduce the textual density by offering only keyword captions has yielded inconclusive results (Guillory, 1998;Park, 2004).”
From Effects of captioning on video comprehension and incidental vocabulary learning (2014) · cites this paper as Guillory, 1998
In Guillory's study, the keyword group significantly outperformed the no captioning group.
“Moreover, the keyword group significantly outperformed the no captioning group.”
From Effects of captioning on video comprehension and incidental vocabulary learning (2014) · cites this paper as Guillory, 1998
Citations
Cites
Reversed Subtitling and Dual Coding Theory: New Directions for Foreign Language Instruction
Danan, M. (1992) · Language Learning · doi:10.1111/j.1467-1770.1992.tb01042.x · Cited by 222 · cited 4×
“Lambert, Boehler, and Sidoti (1981) are frequently cited for their research in captioning in French (see, for example, Blane,1996; Danan,1992).”
BackgroundInfluential
Flagged first, then by citations
Cited by
Sorted by citations
Captioning and Subtitling: Undervalued Language Learning Strategies
Danan, M. (2004) · Meta · doi:10.7202/009021ar · Cited by 406
Captioned video for L2 listening and vocabulary learning: A meta-analysis
Montero Perez, M., Van Den Noortgate, W., & Desmet, P. (2013) · System · doi:10.1016/j.system.2013.07.013 · Cited by 347
Modality of input and vocabulary acquisition
Syodorenko, T. (2010) · Language Learning & Technology · doi:10.64152/10125/44214 · Cited by 250
Effects of captioning on video comprehension and incidental vocabulary learning
Montero Perez, M., Peters, E., Clarebout, G., & Desmet, P. (2014) · Language Learning & Technology · doi:10.64152/10125/44357 · Cited by 223
“Other researchers have tried to find out if the amount of textual density in the captioning line can be reduced by exploring the potential of keyword captioned video (Guillory, 1998; Park, 2004), as suggested by Garza (1991) and more recently by Winke et al., (2010).”
BackgroundInfluentialMalakul, S., & Park, I. (2023) · Smart Learning Environments · doi:10.1186/s40561-023-00224-2 · Cited by 51
The effects of captions on L2 learners’ comprehension of vlogs
Aldukhayel, D. (2021) · Language Learning & Technology · doi:10.64152/10125/73439 · Cited by 17
Metadata
- Authors
- Gant Guillory, H.
- Venue
- CALICO Journal
- Published
- 1998-01-01
- Volume
- 15
- Issue
- 1-3
- Pages
- 89-108
- ISSN
- 0742-7778 (ISSN-L)
- 2056-9017
- OpenAlex
- W1782207645
- Cited by
- 162
- References
- 1
- Citations by year
- 2026: 1 · 2025: 4 · 2024: 6 · 2023: 10 · 2022: 10 · 2021: 11 · 2020: 8 · 2019: 7 · 2018: 8 · 2017: 5 · 2016: 5 · 2015: 17 · 2014: 10 · 2013: 15 · 2012: 6
- FWCI
- 6.40
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- CALICO Journal (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › Subtitles and Audiovisual Media
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Social Sciences › Linguistics and Language › French Language Learning Methods
- Keywords
- video captioning, French as a foreign language, learner comprehension, audiovisual language learning
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
