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The effect of using same language subtitling (SLS) in content comprehension and vocabulary acquisition in Arabic as a foreign language (AFL)
This study investigates the effects of SLS (Same-Language subtitling) on content comprehension and vocabulary acquisition of MSA (Modern Standard Arabic) as L2 at the intermediate level and addresses three research questions: (1) Does SLS enhance or hinder L2 content comprehension when the writing s...
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| Format: | Thesis |
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AUC Knowledge Fountain
2011
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| _version_ | 1867613416187756544 |
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| access_status_str | Open Access |
| author | Selim, Aysha Abdel-Moneim |
| author_browse | Selim, Aysha Abdel-Moneim |
| author_facet | Selim, Aysha Abdel-Moneim |
| author_sort | Selim, Aysha Abdel-Moneim |
| collection | Thesis |
| dc_rights_str_mv | The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy. |
| description | This study investigates the effects of SLS (Same-Language subtitling) on content comprehension and vocabulary acquisition of MSA (Modern Standard Arabic) as L2 at the intermediate level and addresses three research questions: (1) Does SLS enhance or hinder L2 content comprehension when the writing script of L2 is different than that of L1? (2) Does SLS enhance or hinder L2 vocabulary acquisition when the writing script of L2 is different than that of L1? (3) What is students' attitude towards the use of SLS? Twenty seven students of AUC's ALI program with English as L1 were chosen for the study and divided between a control group (without SLS) and a treatment group (with SLS). Instructions concerning the procedure were given in L1 to rule out any false results due to task misinterpretation. Both groups watched an authentic 3:11 minute documentary twice after completing an individual background questionnaire and taking a multiple choice vocabulary pre-viewing test. Post-viewing, participants took the same vocabulary test, then wrote a summary in L1 based on their notes taken during/and in-between the viewings and completed a questionnaire/questions related to their experience with and -/out captions. L1 summaries were analyzed in terms of 23 semantic units related to content comprehension. The degree of vocabulary acquisition was calculated by comparing the responses between the pre- and post-viewing vocabulary multiply choice tests. Results using t-test and one way ANOVA indicate that SLS neither facilitates nor hinders comprehension and vocabulary acquisition. The majority of students enjoyed captions and wanted to continue using them in class. Pedagogical suggestions and future research recommended training with captions and focus on other text- aids, e.g. reverse subtitling at other proficiency levels. Contains 84 references, 17 figures, 5 pictures and 5 tables. |
| format | Thesis |
| id | oai:fount.aucegypt.edu:etds-2141 |
| institution | American University in Cairo (Egypt) |
| last_indexed | 2026-06-10T12:35:47.730Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from AUC Knowledge Fountain — bepress |
| publishDate | 2011 |
| publishDateRange | 2011 |
| publishDateSort | 2011 |
| publisher | AUC Knowledge Fountain |
| publisherStr | AUC Knowledge Fountain |
| record_format | dspace |
| source_str | AUC Knowledge Fountain — bepress |
| spelling | oai:fount.aucegypt.edu:etds-2141 The effect of using same language subtitling (SLS) in content comprehension and vocabulary acquisition in Arabic as a foreign language (AFL) Selim, Aysha Abdel-Moneim This study investigates the effects of SLS (Same-Language subtitling) on content comprehension and vocabulary acquisition of MSA (Modern Standard Arabic) as L2 at the intermediate level and addresses three research questions: (1) Does SLS enhance or hinder L2 content comprehension when the writing script of L2 is different than that of L1? (2) Does SLS enhance or hinder L2 vocabulary acquisition when the writing script of L2 is different than that of L1? (3) What is students' attitude towards the use of SLS? Twenty seven students of AUC's ALI program with English as L1 were chosen for the study and divided between a control group (without SLS) and a treatment group (with SLS). Instructions concerning the procedure were given in L1 to rule out any false results due to task misinterpretation. Both groups watched an authentic 3:11 minute documentary twice after completing an individual background questionnaire and taking a multiple choice vocabulary pre-viewing test. Post-viewing, participants took the same vocabulary test, then wrote a summary in L1 based on their notes taken during/and in-between the viewings and completed a questionnaire/questions related to their experience with and -/out captions. L1 summaries were analyzed in terms of 23 semantic units related to content comprehension. The degree of vocabulary acquisition was calculated by comparing the responses between the pre- and post-viewing vocabulary multiply choice tests. Results using t-test and one way ANOVA indicate that SLS neither facilitates nor hinders comprehension and vocabulary acquisition. The majority of students enjoyed captions and wanted to continue using them in class. Pedagogical suggestions and future research recommended training with captions and focus on other text- aids, e.g. reverse subtitling at other proficiency levels. Contains 84 references, 17 figures, 5 pictures and 5 tables. 2011-02-01T08:00:00Z thesis application/pdf https://fount.aucegypt.edu/etds/1142 https://fount.aucegypt.edu/context/etds/article/2141/viewcontent/2010taflayshaselim.pdf The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy. Theses and Dissertations AUC Knowledge Fountain |
| spellingShingle | Selim, Aysha Abdel-Moneim The effect of using same language subtitling (SLS) in content comprehension and vocabulary acquisition in Arabic as a foreign language (AFL) |
| title | The effect of using same language subtitling (SLS) in content comprehension and vocabulary acquisition in Arabic as a foreign language (AFL) |
| title_full | The effect of using same language subtitling (SLS) in content comprehension and vocabulary acquisition in Arabic as a foreign language (AFL) |
| title_fullStr | The effect of using same language subtitling (SLS) in content comprehension and vocabulary acquisition in Arabic as a foreign language (AFL) |
| title_full_unstemmed | The effect of using same language subtitling (SLS) in content comprehension and vocabulary acquisition in Arabic as a foreign language (AFL) |
| title_short | The effect of using same language subtitling (SLS) in content comprehension and vocabulary acquisition in Arabic as a foreign language (AFL) |
| title_sort | effect of using same language subtitling sls in content comprehension and vocabulary acquisition in arabic as a foreign language afl |
| url | https://fount.aucegypt.edu/etds/1142 https://fount.aucegypt.edu/context/etds/article/2141/viewcontent/2010taflayshaselim.pdf |
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