Effects of students using smartphones to receive different amount of L1 support for listening comprehension and vocabulary recall

Gwo Jen Hwang, Yi Hsuan Hsieh, Ting-Chia Hsu

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

The study aims to explore whether different amount of the first language (Chinese) information will lead to different effectiveness on high school students' listening comprehension and vocabulary recall. Furthermore, the study also discusses the relationship between different difficult degrees of videos with two kinds given amount of subtitles/captions and students' learning performance in English listening comprehension and vocabulary recall. One class was given the full first language subtitled movie with no foreign language captions while the other class was given the partial first language subtitled movie with full foreign language captions. The findings indicated that although the students received only the assistant of the partial first language subtitles, learners' understanding of the listening comprehension will not be affected and their performance in the vocabulary recall test statistically better than those who use the full first language.

Original languageEnglish
Title of host publicationWorkshop Proceedings of the 22nd International Conference on Computers in Education, ICCE 2014
EditorsThepchai Supnithi, Siu Cheung Kong, Ying-Tien Wu, Tomoko Kojiri, Chen-Chung Liu, Hiroaki Ogata, Akihiro Kashihara
PublisherAsia-Pacific Society for Computers in Education
Pages616-624
Number of pages9
ISBN (Electronic)9784990801427
Publication statusPublished - 2014 Jan 1
Event22nd International Conference on Computers in Education, ICCE 2014 - Nara, Japan
Duration: 2014 Nov 302014 Dec 4

Other

Other22nd International Conference on Computers in Education, ICCE 2014
CountryJapan
CityNara
Period14/11/3014/12/4

Keywords

  • Caption
  • Listening comprehension
  • Subtitle
  • Vocabulary recall

ASJC Scopus subject areas

  • Computer Science Applications
  • Human-Computer Interaction
  • Education

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  • Cite this

    Hwang, G. J., Hsieh, Y. H., & Hsu, T-C. (2014). Effects of students using smartphones to receive different amount of L1 support for listening comprehension and vocabulary recall. In T. Supnithi, S. C. Kong, Y-T. Wu, T. Kojiri, C-C. Liu, H. Ogata, & A. Kashihara (Eds.), Workshop Proceedings of the 22nd International Conference on Computers in Education, ICCE 2014 (pp. 616-624). Asia-Pacific Society for Computers in Education.