STUDENTS’ PERCEPTIONS OF L1 VS. L2 CAPTIONS IN VIDEO-BASED LISTENING AT A VIETNAMESE UNIVERSITY

Nguyen Thi Bach Lien

Abstract


The present study explored the perceptions of Vietnamese university students about the use of first (L1) and second language (L2) captions in video input in order to establish how these captions can mediate their cognitive processing of and motivation for listening. The study utilized a sequential explanatory mixed-methods design, with survey data from 130 English majors supplemented by interviews with six students. Results showed that students attributed different functional uses to each form of captionation: L1 captions were preferred where emotional reassurance and comprehension automatically play the roles of emotion and cognition, respectively, while L2 captions led to recognition of language gains and self-validation. Rather than preferring one of the media, the respondents used them interchangeably as a function of goals sought. These findings illustrate that caption use is a metacognitive function rather than a technical one, and indicate that flexible integration of captions should be the goal of listening pedagogy.

 

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Keywords


perceptions, video-based, captions, listening skills, Vietnamese context

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References


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DOI: http://dx.doi.org/10.46827/ejel.v10i4.6373

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