Keyword captions significantly improved EFL learners' general listening comprehension from pre-test to post-test¶
Claim · All claims
Evidence · 1 study · causalr1·q3
Currency · newest study 2015 · checked against its sources 2026-11-03 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? The keyword-captions group showed a statistically significant increase in listening comprehension scores after the treatment. → Behroozizad and Majidi 2015
Evidence¶
Behroozizad and Majidi 2015¶
Sorayya Behroozizad, Sudabeh Majidi. (2015). The Effect of Different Modes of English Captioning on EFL learners' General Listening Comprehension: Full text Vs. Keyword Captions. Advances in Language and Literary Studies 6(4). https://doi.org/10.7575/aiac.alls.v.6n.4p.115
q3 · i? · causal · r1
Paired sample t-test on the keyword-captions group's PET listening pre- and post-test scores (n=15). The pre-test mean was 20.80 and the post-test mean 38.13, described as a "statistically significant increase in the keyword captions group".
"Based on Table2, there was a statistically significant increase in the keyword captions group after the treatment. The results of paired sample t-test indicates that the significant value (.000) was less than p<0.05 which revealed that the difference is significant."
Discussion¶
Learner Variables¶
- Auditory Processing — outcome: instruction changes it
- Oral Language — outcome: instruction changes it
Related Claims¶
- Captioning mode significantly affected listening comprehension, with full captions outperforming keyword captions and both outperforming no captions — related
- Providing captions of any type improved general listening comprehension of EFL students compared with no captions — a broader claim this one bears on
- Full captions significantly improved EFL learners' general listening comprehension from pre-test to post-test — related
- The no-captions control group also improved significantly in listening comprehension over the treatment period — related
- The four groups were homogeneous in general English proficiency before treatment (placement-test ANOVA sig .881) — related
- An audio-visual intervention program produces significantly higher post-test language development, listening comprehension and vocabulary in preschool children than no treatment — related
- Viewing captioned instructional videos significantly improves EFL learners' overall language proficiency compared to viewing without captions. — related
- Viewing captioned instructional videos does not significantly improve EFL learners' content comprehension compared to viewing without captions. — related
- Viewing instructional videos improves EFL learners' language proficiency regardless of whether captions are present. — related
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