The effects of subtitles and captions on an interactive information literacy tutorial for English majors at a Turkish university |
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| Institution: | 1. P. O. Box 7, Miki-cho post office, Ikenobe 3011-2, Kagawa-ken 761-0799, Japan;2. 805 TRU Way, Department of Economics, Thompson Rivers University, Kamloops, British Columbia V2C 0C8, Canada;1. University Libraries, The University of Alabama, Gorgas 400G, Box 870266, Tuscaloosa, AL 35487, United States of America;2. The University of Alabama, 309D Amelia Gayle Gorgas Library, Box 870266, Tuscaloosa, AL 35487, United States of America;1. Department of Information Studies, University of Limpopo, South Africa;2. School of Accountancy, ACSAM, University of Limpopo, South Africa |
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| Abstract: | Subtitles and captions have been used to aid second language learning. This study focuses on the effects of subtitles and captions on English Language Learners' ability to learn information literacy skills and apply those skills using an interactive tutorial. Three groups of Turkish university students majoring in English Language and Literature completed a tutorial on ACRL's Framework scholarly conversations. One group completed the tutorial with an English soundtrack and no titling; the second group completed the tutorial with an English soundtrack and English captions; and the third group completed the tutorial with an English soundtrack and Turkish subtitles. Using Morae software, the students were recorded and evaluated for time-on-task and correct completion of the interactive practice elements. The group that viewed the tutorial with an English soundtrack and Turkish subtitles completed tasks at a statistically significant faster pace than other groups and with statistically significant more success. |
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