Captioned videos, as a rather modern technology, have contributed to foreign language learning, in general, and listening comprehension, in particular. This study investigated the effect of captioned videos on Iranian EFL learners’ listening comprehension. The reaserch design used in the current study has been a quasi-experimental one with pretest-posttest control-group design. Thirty homogenized students were randomly assigned into control and experimental groups. To run the appropriate statistical analysis, the required assumptions of normality were run which was folloewd by the ANCOVA to compare the control and experimental groups. The experimental group watched movies with captions while the control group used no captions. The results indicated that captioned videos did not affect the listening comprehension of the experimental group. The results of this study can have clear implications for both learners and teachers and other stakeholders of ELT. As there seem to be more contradictory results, the findings of this study should be treated with caution and more work is required to be done.
Ahmadi, S. D. (2023). The effect of captioned videos on Iranian Advanced EFL Learners' listening Comprehension. Technology Assisted Language Education, 1(2), 47-60. doi: 10.22126/tale.2023.2747
MLA
Seyyed Dariush Ahmadi. "The effect of captioned videos on Iranian Advanced EFL Learners' listening Comprehension". Technology Assisted Language Education, 1, 2, 2023, 47-60. doi: 10.22126/tale.2023.2747
HARVARD
Ahmadi, S. D. (2023). 'The effect of captioned videos on Iranian Advanced EFL Learners' listening Comprehension', Technology Assisted Language Education, 1(2), pp. 47-60. doi: 10.22126/tale.2023.2747
VANCOUVER
Ahmadi, S. D. The effect of captioned videos on Iranian Advanced EFL Learners' listening Comprehension. Technology Assisted Language Education, 2023; 1(2): 47-60. doi: 10.22126/tale.2023.2747
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