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Results indicate that subtitles and advance organizers improve listening comprehension for CNN news reports, while English proficiency does not significantly relate to experimental conditions. 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Subtitles on EFL Learners’ Listening Comprehension Skills  \nHUI-YU YANG  \nFujian University of Technology  \nABSTRACT  \nThe present research reports the findings of three experiments which explore how subtitles and advance organizers affect English as a foreign language (EFL) learners’listening comprehension of authentic videos . The EFL learners in this study were randomly assigned to one of two groups . The control group received no treatment and the experimental group received treatment with the experimental conditions of which comprised several types of scaffolds—subtitles, unaided advance organizers and teacher-guided advance organizers . The results show that the presence of subtitles and advance organizers assisted EFL learners’ listening comprehension of CNN news reports . However, there was no significant relationship between English proficiency and the experimental conditions . All of the students benefited from the scaffolding regardless of proficiency level. The students’attitudes toward the specific type of scaffolding were also probed and the reasons for their preferences for one type of scaffold over another are also explained.  \nKEYWORDS  \nDual Coding Theory, Cognitive Load Theory, Scaffold, Advance Organizer, Subtitles  \nINTRODUCTION  \nUsing videos is an interesting way to assist EFL learners in learning English. Conversations found in videos, as spoken by native speakers, provide students with authentic materials with which to learn foreign languages (Buck, 2001; Richards & Rodgers, 2001; Rost, 1990) . Real-life spoken texts delivered by native speakers are spoken only once; these spoken texts are generally not repeated unless they are recorded for a particular purpose . Recorded exchanges in the target language provide EFL students the opportunity to practice listening comprehension with infinite repetitions and reviews . EFL learners may listen to and comprehend audio-visual input transmitted from multimedia sources . Students may also be introduced to a completely new learning environment through the provision of learning aids (Herron, 1994) . These learning aids may take the form of either subtitles or advance organizers that can act as scaffolding when EFL learners watch  \nCALICO Journal, 31(3), p-p 345-373. doi: 10.11139/cj.31.3.345-373 © 2014 CALICO Journal   \nauthentic videos for listening comprehension practice . The present study compares three types of scaffolding used in teaching EFL listening comprehension —(a ) subtitles, (b) un-aided advance organizers, and (c ) teacher-guided advance organizers . The study is unique because the students could watch the videos only once .  \nStudents in the present study received dual codes (visual and verbal codes ) from the authentic English language videos they viewed. The rapid delivery rate and transient nature of these authentic videos imposed a significant cognitive load on the learners in this study. Thus, it is assumed that the addition of subtitles and advance organizers embedded within these videos would reduce their cognitive load (Garza, 1991; Vanderplank, 1988) and enhance their overall listening comprehension .  \nThis study also examines the students’ attitudes toward the three forms of scaffolding provided and probes the reasons why some students prefer certain types of scaffolding over others . This article specifically expands upon research previously conducted on second language ( L2 ) listening in a multimedia environment with the aim of addressing how different types of scaffolding affect the listening comprehension of students of varying English proficiency levels.  \nTHEORETICAL FRAMEWORK  \nWorking Memory  \nWorking memory consists of one central system — the central executive — and two subsystems — the phonological loop and the visual-spatial sketchpad (Baddeley, 2007) . The central executive system is used to select relevant information, suppress irrelevant information, and coordinate cognitive processe","cbCairYJ5U4SJpkY","https://ap.wps.com/l/cbCairYJ5U4SJpkY","pdf",1241514,29,"English","# Abstract\n# Introduction\n# Theoretical Framework\n## Working Memory\n## Dual Coding Theory","[{\"question\":\"What were the three types of scaffolding compared in the study?\",\"answer\":\"The study compared subtitles, unaided advance organizers, and teacher-guided advance organizers to support EFL listening comprehension while learners watched videos only once.\"},{\"question\":\"How did subtitles and advance organizers affect EFL listening comprehension?\",\"answer\":\"The results showed that both subtitles and advance organizers assisted EFL learners’ listening comprehension of CNN news reports.\"},{\"question\":\"Was English proficiency related to the experimental conditions?\",\"answer\":\"No significant relationship was found between English proficiency and the experimental scaffolding conditions, and students benefited regardless of proficiency level.\"}]","The Effects of Advance Organizers and Subtitles on EFL Learners’ Listening Comprehension Skills | PDF",1792081335,73]