Author ORCID Identifier
Document Type
Book Chapter
Publication Date
3-26-2020
Abstract
This study reviews the psychological and cognitive role of using videos, YouTube videos and modes of text support in foreign language learning, with a focus on the effect that captioning and subtitling YouTube videos have on intermediate-high and advanced German language learners. The results of the study found that enhanced captioning plays a more positive role on the intermediate-high and advanced German learners’ motivation likely due to more efficient language processing; more specifically the videos are able to provide linguistic integrity, which allows the language learners to focus their incidental attention effectively. The findings provide useful insights into and enthusiasm for the effective use of YouTube videos for the curriculum development of higher-level German courses and hopefully contribute to establishing best practices in this emerging area.
Keywords
foreign language learning, psychological and cognitive analysis, video captioning and subtitling, YouTube video, case study
Publication Title
Technology and the Psychology of Second Language Learners and Users. New Language Learning and Teaching Environments
Rights
© 2020 The Author(s). All rights are solely and exclusively licensed by the Publisher. This is a peer reviewed Accepted Manuscript of a book chapter published by Springer. Springer permits users to view, print, copy, download and text and data-mine the content, for the purposes of academic research, subject always to the full conditions of use (https://www.springernature.com/gp/open-science/policies/accepted-manuscript-terms [archival link: https://perma.cc/4PMJ-9JMH])
Recommended Citation
Yang, P. (2020). The Cognitive and Psychological Effects of YouTube Video Captions and Subtitles on Higher-Level German Language Learners. In: Freiermuth, M.R., Zarrinabadi, N. (eds) Technology and the Psychology of Second Language Learners and Users. New Language Learning and Teaching Environments. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-34212-8_4
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Psychology Commons, Educational Technology Commons, Higher Education Commons, Language and Literacy Education Commons, Online and Distance Education Commons