Learner-controlled captioning: a new frontier? : Exploring the impact of learner control on the development of listening skills in a multimedia environment (or, The importance of eating your vegetables)

Much research has demonstrated that the addition of text to videos, films or television programs can benefit second language learning. However, when the goal of using such materials is to develop listening comprehension skills, the addition of captions or subtitles may not lead to the anticipated results because learners may have a tendency to read the script, rather than to develop listening skills. It is not easy for learners to adjust their listening environment to suit their changing needs. This research explored the impact of giving learners control over their listening environment. Thirty-one adult students of English in Montréal, Québec viewed nine web-based videos over a two-week period. One group was given control over the use of captions, while the second group was exposed to captions on a continual basis. It was hypothesized that the learners who were given control would avoid the pitfalls of reading captioned videos, and in so doing would develop listening comprehension skills that could be transferred to materials without captions to a greater extent than the learners who were not given such control. Scores on post-treatment comprehension tests were higher for the group that had been given control over captions during the treatment, but these results were not significant. However, significant results were found when the participants were grouped by initial listening ability. Weak listeners were more likely to improve their listening skills, while stronger listeners learned more new words. The paper concludes by elaborating on the future direction of learner-controlled captioning

Communicative competence and critical thinking: a crosscultural view of Chinese EFL learners and teachers in a university context

This study explores a pedagogical framework for tertiary level learners which takes full account of the traditions and context of Chinese English language teaching. It aims to adapt the western-based communicative language teaching approach and communicative competence model to the Chinese setting at university level so that both learner and teachers can benefit. The research methodology consists of a quantitative survey and a qualitative study which includes in-depth interviews and classroom observations. The aim is to compile first-hand information on learner/teacher attitudes towards teacher-centred and studentcentred teaching approaches, culture learning in EFL programs, and the major difficulties faced by both students and teachers in the teaching/learning process when CLT is introduced into English classes. Quantitative Data are analysed using the statistics package for social science (SPSS), and qualitative data is categorized to identify possible patterns for analysis and discussion. A comparison between students’ and tea ch e rs’ data reveals perceptual matches and mismatches between the two groups. Survey findings are evaluated in relation to the theoretical foundations of communicative competence (Canale & Swain, 1980; Canale, 1983). On a practical level, some effective strategy for teaching EFL to Chinese English majors at third level are suggested. On a theoretical level, a synthesized approach for integrating communicative language teaching into current Chinese traditional teaching methods is proposed whose aim is to enhance Chinese English majors' communicative competence