Captioned movies and listening comprehension

Abstract

The use of captioned movies in the English education area has been avoided due to different aspects such as time of planification, and lack of knowledge of strategies and methodologies. However, some educators agree with the idea of using Captioned movies to improve English language skills and teach a second language. The present study has the purpose to determine the influence of using Captioned movies on listening comprehension using a pre-experimental method of research. The population considered for this research was one group of 42 students (20 females, 22 males ages range 13 to 14) from tenth grade at Unidad Educativa “Hispano América”. The research lasted four weeks during which seven interventions were carried out, two interventions for the pre-test and post-test applications, and five interventions for each lesson plan based on Presentation, practice, and production (PPP) method. Nevertheless, the work modality was face-to-face classes for watching the movie and performing the worksheets, and quizzes to improve listening comprehension. After the four-week interventions, the quantitative data was gathered and analyzed using the SPSS program comparing the scores from the pre-test and post-test with an average improvement of 3.62 to 7.01. To achieve this improvement, the movie used in this study was divided in the 5 sections, which were according to the five listening levels using the appropriate activities for each one. Finally, the findings were an improvement in the levels of listening, specifically in “Recalling details”, where students developed the ability to listen and retain specific information from the audio. “Distinguishing between fact and opinion”, the students paid more attention in listening to concrete information and listening to individuals’ thoughts of the movie, and “Recognizing Bias”, the students made right choices based on vital information and not on beliefs.