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Focusing on 372 Japanese university students, it compares comprehension performance when viewing ten 42-minute episodes of an American television program with and without captions. Multimedia Principle-based reasoning suggests captions can support understanding by aligning spoken dialogue with on-screen text. Results show only small overall gains, with significant differences appearing for three of the ten episodes, especially when episodes are most difficult, alongside pedagogical implications.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-effects-of-captions-on-efl-learnerscomprehension-of-english-language-television-programs/595642/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-effects-of-captions-on-efl-learnerscomprehension-of-english-language-television-programs/595642.png","ImageObject",300,407,{"name":92,"@type":93},"Well Done","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What question does the study address about captions?","Question",{"text":112,"@type":113},"It investigates whether captions improve EFL learners’ comprehension of English-language television programs, and how the effect varies across episodes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the experiment designed?",{"text":117,"@type":113},"372 Japanese university students watched ten 42-minute episodes of an American television program either with captions or without captions, then completed comprehension tests.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the results show overall and across episodes?",{"text":121,"@type":113},"Captioned viewing produced slightly higher comprehension scores for all episodes, but scores differed significantly for only three episodes; the benefit was likely strongest when episodes were most difficult.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595642,1792230469,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","calico journal (online) issn 2056–9017  \nArticle  \nThe Effects of Captions on EFL Learners’Comprehension of English-Language Television Programs  \nMichael P. H. Rodgers1 and Stuart Webb2  \nAbstract  \nThe Multimedia Principle (Fletcher & Tobias, 2005) states that people learn better and comprehend more when words and pictures are presented together. The potential for English language learners to increase their comprehension of video through the use of captions, which graphically display the same language as the spoken dialogue, has been documented in previous research. However, studies have generally used short videos (Markham & Peter, 2003; Montero Perez, Peters, & Desmet, 2014) or videos designed for language learning (Chung, 1999) rather than episodes of L2 television programs that students are most likely to watch on their own outside of the classroom. The present study aimed to fill this gap by investigating the comprehension of 372 Japanese university students who watched ten 42-minute episodes of an American television program with and without captions. While viewing the episodes, the participants completed comprehension tests. Analysis indicated that although the participants who viewed the episodes with captions had comprehension scores that were slightly higher across all episodes, their scores were only significantly different for three of the ten episodes. The results revealed that captions are likely to aid comprehension when episodes are most difficult. Explanations for the findingsand pedagogical applications are offered.  \nKeywords: comprehension, captions, television, language learning  \nAffiliations  \n1University of Nottingham.  \n[email: Michael.Rodgers@nottingham.ac.uk](email: Michael.Rodgers@nottingham.ac.uk)  \n[2](2University of Western Ontario.)[University of Western Ontario.](2University of Western Ontario.)[ ](2University of Western Ontario.)email: [swebb27@uwo.ca](swebb27@uwo.ca)  \ncalico journal vol 34.1 2017 20–38 ©2017, equinox publishing  \ndoi : 10.1558/cj.29522  \nMichael P. H. Rodgers and Stuart Webb 21  \nIntroduction  \nIt is well established that suitable and sufficient language input is a vital component of language learning. This input, in both its written and spoken form, should be authentic and comprehensible. However, in the English as a Foreign Language (EFL) setting it may be a challenge to provide second language (L2) learners with sufficient aural input meeting these conditions. Television programs intended for an English-speaking audience may be a potential source of L2 aural input, and the authenticity of episodes of television is indisputable. However, whether they are comprehensible for all but the highest proficiency language learners (LLs) is a concern. One feature of television programs that may make them comprehensible for less proficient learners of English is captions.  \nCaptions are a transcription of the spoken text that appears simultaneously at the bottom of the screen as a video plays. Originally, captions were intended as a service for the hearing impaired, but they have long been used in language-learning situations. The option of displaying captions while viewing television programs is standard on commercial DVDs and streaming videos.  \nBackground  \nSupport for language learning through viewing video with captions emanates from the Multimedia Principle and its application to second language learning (Fletcher & Tobias, 2005) . The idea behind this principle is that people learn better and comprehend more when words and pictures are presented together. The combination of aural and visual input gives viewers the opportunity to comprehend information through different channels and make connections between them. Studies specific to captioned video support this by demonstrating that captions improve comprehension, because they allow learners to utilize their reading skills to enhance their aural comprehension (Garza, 1991). This is particularly important because lower profici","cbCaiqoxeqFqNIbN","https://ap.wps.com/l/cbCaiqoxeqFqNIbN","pdf",452674,"English","# Introduction\n## Background\n## The Effects of Captions","[{\"question\":\"What question does the study address about captions?\",\"answer\":\"It investigates whether captions improve EFL learners’ comprehension of English-language television programs, and how the effect varies across episodes.\"},{\"question\":\"How was the experiment designed?\",\"answer\":\"372 Japanese university students watched ten 42-minute episodes of an American television program either with captions or without captions, then completed comprehension tests.\"},{\"question\":\"What did the results show overall and across episodes?\",\"answer\":\"Captioned viewing produced slightly higher comprehension scores for all episodes, but scores differed significantly for only three episodes; the benefit was likely strongest when episodes were most difficult.\"}]","The Effects of Captions on EFL Learners’Comprehension of English-Language Television Programs | PDF",1792081535,48]