College of Languages and Translation, Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia.
Faculty of Language Studies, Arab Open University, Dammam, Saudi Arabia.
J Psycholinguist Res. 2024 Mar 15;53(2):29. doi: 10.1007/s10936-024-10070-z.
The present study examines the impact of implementing video captioning and subtitles on listening comprehension with special reference to the speaker's speed. A total of 64 undergraduate Saudi EFL learners were assigned into six groups: fast speaker with full captioning, fast speaker with subtitles, fast speaker with no captioning nor subtitles, slow speaker with full captioning, and slow speaker with subtitles, slow speaker with no captioning nor subtitles. Each group was instructed to watch a video in English under its assigned condition and then answered a listening test. Participants also answered a questionnaire to determine the impact of these conditions on their cognitive load. The results revealed that the group that viewed the video of slow speakers with a caption obtained the highest score on the listening comprehension test, followed by the group that viewed the video of fast speakers with a caption. The group that viewed no caption video of fast speakers obtained the lowest scores. The questionnaire analysis indicated that the students in the subtitle slow group reported using low mental effort, whereas the students in the caption fast group reported using very high mental effort followed by the students in the caption slow group who also reported using high mental effort.
本研究考察了在听力理解中实施视频字幕和副标题的影响，特别参考了说话者的语速。共有 64 名沙特阿拉伯的本科英语作为外语的学习者被分为六组：快速说话者，带有完整字幕；快速说话者，带有副标题；快速说话者，没有字幕；慢速说话者，带有完整字幕；慢速说话者，带有副标题；慢速说话者，没有字幕。每个小组都被要求在其指定的条件下观看英语视频，然后回答听力测试。参与者还回答了一份问卷，以确定这些条件对他们的认知负荷的影响。结果表明，观看带有字幕的慢速说话者视频的小组在听力理解测试中得分最高，其次是观看带有字幕的快速说话者视频的小组。观看没有快速说话者视频的小组得分最低。问卷分析表明，副标题慢速组的学生报告使用的心理努力较小，而标题快速组的学生报告使用的心理努力非常大，其次是标题慢速组的学生，他们也报告使用了较大的心理努力。
