Video Captioning and Subtitles in Second Language Listening Comprehension: Fast-Paced Versus Slow-Paced Speakers.

The present study examines the impact of implementing video captioning and subtitles on listening comprehension with special reference to the speaker's speed. A total of 64 undergraduate Saudi EFL learners were assigned into six groups: fast speaker with full captioning, fast speaker with subtitles, fast speaker with no captioning nor subtitles, slow speaker with full captioning, and slow speaker with subtitles, slow speaker with no captioning nor subtitles. Each group was instructed to watch a video in English under its assigned condition and then answered a listening test. Participants also answered a questionnaire to determine the impact of these conditions on their cognitive load. The results revealed that the group that viewed the video of slow speakers with a caption obtained the highest score on the listening comprehension test, followed by the group that viewed the video of fast speakers with a caption. The group that viewed no caption video of fast speakers obtained the lowest scores. The questionnaire analysis indicated that the students in the subtitle slow group reported using low mental effort, whereas the students in the caption fast group reported using very high mental effort followed by the students in the caption slow group who also reported using high mental effort.

Problems of Translating Oil Contracts of Multinational Companies from English into Arabic.

This study investigated challenges that Saudi undergraduate learners face in translating oil contracts from English into Arabic. The study used a quantitative approach of data collection. The sample of this study consisted of 18 Saudi undergraduate learners of transaction departments at some Saudi universities. To achieve the objectives of this study, a test was designed and administered. Additionally, the relevant theoretical framework of legal translation and features of oil contracts were analysed to pinpoint the problematic areas and the gaps. The results of the study indicated that undergraduate learners provided unacceptable translation based on lexical and textual features. On the other hand, they provided poor translation based on syntactic features. The study suggests some practical solutions to overcome the difficulties of legal texts for translators.

Measuring Students' Use of Zoom Application in Language Course Based on the Technology Acceptance Model (TAM).

The study uses technology acceptance model (TAM) to gain insights into user reactions to the technology adopted for language learning. The study aims to analyze the correlation between the variables of TAM on using Zoom application in language learning, in addition to examining how gender and experience influence the use of technology. The participants of this study comprise of 75 undergraduate English-as-Foreign-Language learners who have studied for their courses online during the COVID-19 pandemic. The results of the study reveal a strong positive correlation between the actual use of Zoom and the students' attitudes and behavioral intention. In addition, there is a positive correlation between computer self-efficacy and other variables (i.e. PU, actual use, PEU, attitude and behavioral intention). Further, while the results reveal that there is no correlation between the gender and any variables of the model, it has been found that experience is positively correlated with the variables of TAM.

Multimedia glosses and second language vocabulary learning: A second-round meta-analysis.

The use of glosses to aid vocabulary learning in second languages has been one of the most actively studied areas in computer-assisted language learning (CALL) literature. To compile research articles that examine the effect of utilizing glosses on second language (L2) vocabulary learning, the present study employed a second-order meta-analysis technique. The second-order meta-analysis is a study that synthesizes and analyzes the findings of multiple meta-analyses rather than individual primary studies, providing a higher level of abstraction and overview of existing evidence. The study synthesizes the results from seven primary meta-analyses conducted between 2008 and 2023, which included 136 original studies. Results showed that the overall mean effect size for using glosses was medium (g = 0.63 for the fixed-effect size model and 0.76 for the random-effect size model). The results showed that moderators had a significantly mitigated the effects of multimedia glosses. In particular, beginner-level students benefited greatly from being exposed to multimedia glosses, resulting in a large effect size. Additionally, the recognition test tended to produce a higher effect size compared to other types of vocabulary tests. Furthermore, glossing was found to be more effective in improving vocabulary acquisition in expository texts rather than narrative texts. Moreover, single-mode glosses were reported to be more effective than multi-mode glosses. The findings indicated that in-text glosses, out-text glosses, and bottom glosses exhibited a small effect size, whereas pop-up and margin glosses demonstrated a medium effect size. Implications for language learning and suggestions for future meta-analytic research are provided.

Web-based pronunciation training and learning consonant clusters among EFL learners.

Arab learners of English often face challenges when it comes to correctly pronouncing English consonant clusters. To address these difficulties, technology-driven methods can be employed to enhance the acquisition of proper English consonant cluster pronunciation. This research endeavor aimed to assess the impact of web-based pronunciation training on the articulation of consonant clusters. The research followed an experimental design, involving fifty-eight Saudi learners of English as a foreign language (EFL) who were enrolled at a public university in Saudi Arabia. These participants were randomly divided into two groups. The experimental group received a list of words containing consonant clusters to practice using YouGlish as a resource. Meanwhile, the control group was instructed to listen to the instructor's pronunciation and then practice producing the words with consonant clusters. The outcomes demonstrated a significant improvement in the production of words with consonant clusters among the experimental group, attributed to the utilization of web-based pronunciation training. These findings hold promise for the field of language learning, highlighting the effectiveness of web-based pronunciation training as a valuable tool for teaching second language pronunciation.