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dc.contributor.authorXu, Yilan
dc.contributor.authorJordan, Eoin
dc.contributor.authorLi, Yuanzhe
dc.date.accessioned2023-01-20T14:30:01Z
dc.date.available2023-01-20T14:30:01Z
dc.date.issued2022-12-10
dc.identifier282877885
dc.identifier7883fd0f-8f85-4df4-a6df-a99cc25c9520
dc.identifier.citationXu , Y , Jordan , E & Li , Y 2022 , ' Chinese EFL teachers' perceptions of subtitles' effects on English comprehension and vocabulary acquisition : subtitles' effects on English capability ' , International Journal of Computer-Assisted Language Learning and Teaching , vol. 12 , no. 1 , 22 . https://doi.org/10.4018/IJCALLT.315622en
dc.identifier.issn2155-7098
dc.identifier.otherORCID: /0000-0001-7382-0964/work/126554463
dc.identifier.urihttps://hdl.handle.net/10023/26793
dc.description.abstractThis article reports on a qualitative study that evaluated Chinese EFL (English as a Foreign Language) teachers' perceptions of the effects of four different subtitling modes on English comprehension and vocabulary acquisition of learners in secondary education. The four types of subtitles refer to no subtitles, Chinese subtitles, English subtitles, and bilingual subtitles in audiovisual materials. The results of the study indicated that interviewees regarded the use of no subtitles as the least effective of the modes for enhancing students' language proficiency. Chinese subtitles were perceived to assist students with comprehension of content but were less effective at enabling them to recall and memorize English lexis. English subtitles were perceived to aid comprehension of the content to some degree, while also inspiring learners to develop their English vocabulary knowledge. Bilingual subtitles were considered to enhance both students' English comprehension and vocabulary acquisition.
dc.format.extent19
dc.format.extent838398
dc.language.isoeng
dc.relation.ispartofInternational Journal of Computer-Assisted Language Learning and Teachingen
dc.subjectComputer Science Applicationsen
dc.subjectComputer Vision and Pattern Recognitionen
dc.subjectLinguistics and Languageen
dc.subjectEducationen
dc.subjectEFL in Chinaen
dc.subjectEnglish comprehensionen
dc.subjectSubtitlesen
dc.subjectVocabulary acquisitionen
dc.subjectLB1603 Secondary Education. High schoolsen
dc.subjectPE Englishen
dc.subjectEducationen
dc.subjectSDG 4 - Quality Educationen
dc.subjectACen
dc.subjectMCCen
dc.subject.lccLB1603en
dc.subject.lccPEen
dc.titleChinese EFL teachers' perceptions of subtitles' effects on English comprehension and vocabulary acquisition : subtitles' effects on English capabilityen
dc.typeJournal articleen
dc.contributor.institutionUniversity of St Andrews. University of St Andrewsen
dc.contributor.institutionUniversity of St Andrews. International Education Instituteen
dc.identifier.doi10.4018/IJCALLT.315622
dc.description.statusPeer revieweden


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