How do second language learners go about their listening when they view captioned videos? Replication studies of Taylor (2005), Winke et al. (2013) and Rodgers and Webb (2017)

Abstract

In recent years, interest in using captioned videos for second language learning has grown immensely, partly owing to the explosion of available materials and the rapid increase in viewing platforms. The captioning affords many learners access to authentic videos ordinarily out of their reach, and teachers often employ the videos to help improve their learners’ listening. However, there is the view that learners mainly just read the captions, and that the viewing largely enhances their reading skills, instead. There is an increasing amount of research investigating this issue, much of which needs to be further verified through replication. This article outlines how three key relevant studies may be replicated, with an emphasis on examining the impact of the captioned viewing on the learners’ listening. Two of the studies, by Taylor (2005) and Winke et al. (2013), examine viewers’ processing strategies, which can include the use of the audio, caption and visual modalities. The other study, by Rodgers and Webb (2017), examines how viewing over the long term impacts learners’ comprehension.