Effects of captioned video on L2 speech segmentation in intermediate learners of Spanish

Studies into the role of audiovisual input and captions (i.e., subtitles in the same language as the audio) for L2 learning have shown that such input can positively influence L2 learners’ acquisition of lexical items. Few studies have explored the effects of captioning on learners’ capacity to segm...

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Detalles Bibliográficos
Autores: Montero Pérez, Maribel, Pattemore, Anastasia
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2025
País:España
Institución:Universidad de Barcelona
Repositorio:Dipòsit Digital de la UB
OAI Identifier:oai:diposit.ub.edu:2445/224130
Acceso en línea:https://hdl.handle.net/2445/224130
Access Level:acceso abierto
Palabra clave:Adquisició d'una segona llengua
Castellà (Llengua)
Vídeo en l'ensenyament
Subtitulació
Second language acquisition
Spanish language
Video tapes in education
Subtitles
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oai_identifier_str oai:diposit.ub.edu:2445/224130
network_acronym_str ES
network_name_str España
repository_id_str
spelling Effects of captioned video on L2 speech segmentation in intermediate learners of SpanishMontero Pérez, MaribelPattemore, AnastasiaAdquisició d'una segona llenguaCastellà (Llengua)Vídeo en l'ensenyamentSubtitulacióSecond language acquisitionSpanish languageVideo tapes in educationSubtitlesStudies into the role of audiovisual input and captions (i.e., subtitles in the same language as the audio) for L2 learning have shown that such input can positively influence L2 learners’ acquisition of lexical items. Few studies have explored the effects of captioning on learners’ capacity to segment the speech stream. This study investigates the effects of watching an episode of a Spanish TV-series (72 minutes) on speech segmentation among 37 (low-)intermediate L2 learners of Spanish in a captioned (n = 12), uncaptioned (n = 14), and control (n = 11) group. One week before the treatment, participants completed the LexTALE-ESP vocabulary size test. They also took a pretest-posttest shadowing task, which measures learners’ ability to repeat back sentences. It included 20 treatment, 20 related (i.e., from the same TV-series as the treatment), and 20 unrelated (i.e., another TV-series) sentences presented in auditory or audiovisual input mode. Linear mixed-effects models revealed that watching video contributed to learners’ speech segmentation, irrespective of captioning presence. Shadowing task performance improved significantly on treatment and related but not on unrelated sentences. In addition, shadowing task performance was positively influenced by learners’ vocabulary size. Input mode of the shadowing sentences did not influence posttest performance.University of Hawai'i Press2025info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://hdl.handle.net/2445/224130Articles publicats en revistes (Educació Lingüística, Científica i Matemàtica)reponame:Dipòsit Digital de la UBinstname:Universidad de BarcelonaInglésReproducció del document publicat a: https://doi.org/10.64152/10125/73653Language Learning & Technology, 2025, vol. 29, num.3, p. 205-225https://doi.org/10.64152/10125/73653cc-by-nc-nd (c) Montero Pérez, Maribel et al., 2025http://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:diposit.ub.edu:2445/2241302026-05-27T06:46:51Z
dc.title.none.fl_str_mv Effects of captioned video on L2 speech segmentation in intermediate learners of Spanish
title Effects of captioned video on L2 speech segmentation in intermediate learners of Spanish
spellingShingle Effects of captioned video on L2 speech segmentation in intermediate learners of Spanish
Montero Pérez, Maribel
Adquisició d'una segona llengua
Castellà (Llengua)
Vídeo en l'ensenyament
Subtitulació
Second language acquisition
Spanish language
Video tapes in education
Subtitles
title_short Effects of captioned video on L2 speech segmentation in intermediate learners of Spanish
title_full Effects of captioned video on L2 speech segmentation in intermediate learners of Spanish
title_fullStr Effects of captioned video on L2 speech segmentation in intermediate learners of Spanish
title_full_unstemmed Effects of captioned video on L2 speech segmentation in intermediate learners of Spanish
title_sort Effects of captioned video on L2 speech segmentation in intermediate learners of Spanish
dc.creator.none.fl_str_mv Montero Pérez, Maribel
Pattemore, Anastasia
author Montero Pérez, Maribel
author_facet Montero Pérez, Maribel
Pattemore, Anastasia
author_role author
author2 Pattemore, Anastasia
author2_role author
dc.subject.none.fl_str_mv Adquisició d'una segona llengua
Castellà (Llengua)
Vídeo en l'ensenyament
Subtitulació
Second language acquisition
Spanish language
Video tapes in education
Subtitles
topic Adquisició d'una segona llengua
Castellà (Llengua)
Vídeo en l'ensenyament
Subtitulació
Second language acquisition
Spanish language
Video tapes in education
Subtitles
description Studies into the role of audiovisual input and captions (i.e., subtitles in the same language as the audio) for L2 learning have shown that such input can positively influence L2 learners’ acquisition of lexical items. Few studies have explored the effects of captioning on learners’ capacity to segment the speech stream. This study investigates the effects of watching an episode of a Spanish TV-series (72 minutes) on speech segmentation among 37 (low-)intermediate L2 learners of Spanish in a captioned (n = 12), uncaptioned (n = 14), and control (n = 11) group. One week before the treatment, participants completed the LexTALE-ESP vocabulary size test. They also took a pretest-posttest shadowing task, which measures learners’ ability to repeat back sentences. It included 20 treatment, 20 related (i.e., from the same TV-series as the treatment), and 20 unrelated (i.e., another TV-series) sentences presented in auditory or audiovisual input mode. Linear mixed-effects models revealed that watching video contributed to learners’ speech segmentation, irrespective of captioning presence. Shadowing task performance improved significantly on treatment and related but not on unrelated sentences. In addition, shadowing task performance was positively influenced by learners’ vocabulary size. Input mode of the shadowing sentences did not influence posttest performance.
publishDate 2025
dc.date.none.fl_str_mv 2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/224130
url https://hdl.handle.net/2445/224130
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a: https://doi.org/10.64152/10125/73653
Language Learning & Technology, 2025, vol. 29, num.3, p. 205-225
https://doi.org/10.64152/10125/73653
dc.rights.none.fl_str_mv cc-by-nc-nd (c) Montero Pérez, Maribel et al., 2025
http://creativecommons.org/licenses/by-nc-nd/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv cc-by-nc-nd (c) Montero Pérez, Maribel et al., 2025
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv University of Hawai'i Press
publisher.none.fl_str_mv University of Hawai'i Press
dc.source.none.fl_str_mv Articles publicats en revistes (Educació Lingüística, Científica i Matemàtica)
reponame:Dipòsit Digital de la UB
instname:Universidad de Barcelona
instname_str Universidad de Barcelona
reponame_str Dipòsit Digital de la UB
collection Dipòsit Digital de la UB
repository.name.fl_str_mv
repository.mail.fl_str_mv
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