This document summarizes a study on the effect of TV captions on the comprehension of Saudi learners of English as a second language. The study had 12 participants watch a 5-minute TV segment with and without captions. They then wrote narratives about what they saw. The results showed that the captioned group wrote less narrative but were more precise, had focused attention, and fewer visual cues compared to the non-captioned group who wrote more narrative but were less precise and had less focused attention and more visual cues. The study concluded that captions can help comprehension but viewers need training in viewing strategies and input should be at an appropriate level for learners.

1. Mubarak Alkhatnai
The University of Edinburgh
The Effect of TV Captions on the
Comprehension of Saudi Learners
of English as a Second Language

2. Why is this important?
• Negative view towards TV as a learning tool
• Increased use of TV among viewers
• Increased literacy development programs
• Accessibility of this medium
• Interactivity and technical developments
• The effect of TV on the following: behaviour,
attitudes, beliefs and values, knowledge, and
cognitive skills.
• Multi-sensory approach

3. Why is this important in EFL?
• Aids in making the learning
enjoyable and accessible
• Helps with various aspects:
listening – speaking
(pronunciation) reading -
writing – spelling - vocabulary
• Aids and affects
comprehension
(comprehensible input)
• Dual coding theory

4. Why is this important in
the Saudi context ?
• Availability of the medium
• Cultural barriers and learning opportunities
• The increased need for English
• Easy to use
• The convenience of captions in both time and
location

5. What is the question?
Do TV captions contribute to the comprehension
of Saudi learners of English as a second language?

6. The method
• Qualitative
• 12 participants
• A 5-minute segment with and without captions
• Compose a narrative about what they have seen

7. Analysis
• Qualitative coding
 Visual
 Verbal
 Written
 Spelling accuracy

8. Results

12. Discussion
Captioned group Non-captioned group
Less narrative
(more precise)
More narrative
(less precise)
Focused attention Less focused attention
Fewer visual cues More visual cues

13. What lessons are therefore
learned through the study?
• Viewers need to be trained inviewing strategies
• Input needs to correlate with the comprehensive
abilities of the learners
• Input must also lie within the learners’
preferences
• Lessons must also be age appropriate (Close,
2004) (lit review. Children -5 who watch lessons
that are not age appropriate risk the development of
their language)
Close, R. (2004). Television and language development in the early years:
a review of the literature, National Literacy Trust.