Smart subtitles for vocabulary learning

Language learners often use subtitled videos to help them learn. However, standard subtitles are geared more towards comprehension than vocabulary learning, as translations are nonliteral and are provided only for phrases, not vocabulary. This paper presents Smart Subtitles, which are interactive subtitles tailored towards vocabulary learning. Smart Subtitles can be automatically generated from common video sources such as subtitled DVDs. They provide features such as vocabulary definitions on hover, and dialog-based video navigation. In our pilot study with intermediate learners studying Chinese, participants correctly defined over twice as many new words in a post-viewing vocabulary test when they used Smart Subtitles, compared to dual Chinese-English subtitles. Learners spent the same amount of time watching clips with each tool, and enjoyed viewing videos with Smart Subtitles as much as with dual subtitles. Learners understood videos equally well using either tool, as indicated by self-assessments and independent evaluations of their summaries

Multimedia for language learning

Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2013.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.Cataloged from student-submitted PDF version of thesis.Includes bibliographical references (pages 79-81).Students studying foreign languages often wish to enjoy authentic foreign-language content - for example, foreign-language videos and comics. Existing means of presenting this content, however, are suboptimal from the perspective of language learning. We have developed a pair of tools that aim to help learners acquire the foreign language while enjoying authentic, foreign-language material. One tool is Smart Subtitles, which help learners learn vocabulary while watching videos. Our user evaluations have shown that Smart Subtitles help learners learn vocabulary more effectively than a popular approach for learning from video (dual subtitles). The other tool is a grammar visualization which illustrates the grammatical structure of sentences. This grammar visualization can be embedded into a number of language-learning applications. This includes a foreign-language manga reader we have built, which aims to help learners learn vocabulary, grammar and pronunciation while reading comics and manga. Our study for the grammar visualization shows that it helps monolinguals arrive at more accurate translations if we have an oracle taking the best translation of all, though there was no significant improvement in the average translation quality.by Geza Kovacs.M. Eng

Self Directed English Language Learning through English Subtitle in Indonesia Film 2017

Personal growth that a person chooses and achieves through his or her own efforts is referred to as self directed learning. The aimed this research was to know how do students perceive learn self directed English language learning through English subtitle in Indonesia film 2017 and To know students the difficulties of self directed English learning through English subtitle in Indonesia film 2017. The research employs descriptive qualitative. The data was taken from interview and documentation, eight students the second semester of English Education in the academic year 2020 at IAIN Palangka Raya were the informants of this research base on purposive sampling. The finding of this result show some points students view of Self directed English subtitle through English subtitle in Indonesia film 2017 are give positive impact to students increasing vocabulary and motivate to learn English, Useful activities of self directed English language learning through English subtitle, Frequency of self directed English language through English subtitle is very often. The difficulties of self directed English learning through English subtitle in Indonesia film 2017 are English subtitles are the same in the next scene, the timing of English subtitle text is quickly, and an error in typing the English subtitle

Aprendizaje de Vocabulario a través de Videos instructivos subtitulados

This quantitative and qualitative research paper attempts to demonstrate to what extent instructional subtitled videos influence students’ vocabulary learning. The main objective is to know how this visual strategy contributes to increasing students’ new vocabulary power in meaningful contexts. This is an action–research study, which is based on the use of qualitative and quantitative methods. The applied data collection techniques included the following: a) a pre–test, in order to identify students’ difficulties regarding vocabulary, b) three classroom observations in which three lesson plans, based on ESA (Engage, Study, and Activate) Model,  were done;  c) a teacher-researcher’s diary to reflect about students’ performance in the whole implementation process was used, d) a semi-structured interview was designed in order to collect participants’ comments on subtitled videos,  and e) a post-test by measuring students’ vocabulary knowledge for language improvement. The analysis of the data showed that the use of instructional subtitled videos helped students to learn vocabulary. The intervention stage helped participants to perform better on the post-test than the pre-test. The target words were contextualized and presented through the combination of sounds, images, and text, simultaneously. The data also showed that the participants considered that the videos were useful to remember the new words and to use them in meaningful communicative contexts. After discussing the findings of the study in the light of the theory, its implications and limitations, as well as some considerations for further research, were presented

The Effect Of Viewing Subtitled Videos On Vocabulary Learning

Second language development could be achieved through various teaching or learning processes; however, employing multimedia has recently intruded the process in easing or complicating manners. This study has focused on the effectiveness of English subtitles on the EFL learner’s vocabulary learning. The participants were 92 Iranian degree university students studying Translation at Islamic Azad University of Mashhad, Iran. Having set two homogenized groups on the basis of their English language proficiency level, each was randomly assigned to be control and treatment groups. They were given two different instructions, one practicing instructional video episodes with subtitles and the other without subtitles. Their vocabulary learning was tested by a Content Specific Test (CST). The mean scores of the two groups were compared through a t-test. The findings illustrated that participants viewing the videos with subtitles could obtain a significantly higher mean score of the CST vocabulary tests than that of the ones who viewed the videos without subtitles. The findings of this research can get educators well informed of the effectiveness of subtitles on EFL learners’ better vocabulary learning

A method of rapid curriculum development for foreign language teaching

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