Improving EFL Learners Language Written Production Using Subtitled Videos

Summary

This video presents research conducted on improving university students' writing abilities through the use of subtitles in videos. The study involved 70 EFL learners, divided into two groups: one watched videos with subtitles, and the other without. Results showed that learners who watched videos with subtitles performed better in fluency and accuracy, but not in complexity. The research highlights the importance of subtitles in enhancing written language production, suggesting that while subtitles improve fluency and accuracy, they may limit complexity in writing tasks.

Takeaways

• 😀 The research focuses on improving students' language written productions through the use of subtitle videos.
• 😀 The study was conducted at Kandura University, Maryland, Indonesia, with university students majoring in English Language Education.
• 😀 The research aims to measure language production through fluency, accuracy, and complexity as defined by Scann (1998).
• 😀 Two groups of 35 EFL learners each were used in the study: one group watched a video with subtitles (experimental group) and the other without subtitles (control group).
• 😀 The learners performed a writing task immediately after watching the video to assess their language production.
• 😀 The data collected were analyzed using statistical programs, specifically an ANOVA test, to compare the performance of the two groups.
• 😀 For fluency, the experimental group (subtitles) performed significantly better than the control group.
• 😀 For accuracy, the experimental group also showed better results than the control group.
• 😀 For complexity, the experimental group performed worse, producing less complex essays compared to the control group.
• 😀 The findings suggest that watching a video with subtitles helps improve fluency and accuracy but does not significantly enhance essay complexity.
• 😀 The study concludes that learners tend to prioritize fluency and accuracy over complexity when using subtitles to support their writing tasks.

Q & A

What is the main focus of the research presented in the video?

The research focuses on the impact of watching videos with subtitles on EFL learners' writing abilities, specifically in terms of fluency, accuracy, and complexity.

How many groups were involved in the study, and what were their roles?

Two groups were involved: the experimental group, which watched the video with subtitles, and the control group, which watched the video without subtitles.

What kind of video was used in the research?

A short commercial video was used in the study.

What was the task assigned to the students after watching the video?

The students were tasked with writing an essay after watching the video.

How were the students' language productions measured in the study?

The students' language productions were measured by analyzing their fluency, accuracy, and complexity in the written essays.

What statistical method was used to analyze the data?

ANOVA (Analysis of Variance) was used to measure the differences in performance between the experimental and control groups.

What were the key findings regarding fluency in the study?

The experimental group, which watched the video with subtitles, demonstrated significantly greater fluency in their essays compared to the control group.

How did the accuracy of the experimental group compare to the control group?

The experimental group showed significantly higher accuracy in their essays compared to the control group.

What was the result concerning the complexity of the students' essays?

The experimental group produced less complex essays compared to the control group, suggesting that subtitles may reduce the complexity of language production.

What conclusion can be drawn from the study regarding subtitles in language learning?

The study suggests that watching videos with subtitles improves fluency and accuracy in writing but may not contribute to the development of more complex language structures.