Journal articles on the topic 'Benefits of subtitles'

Abstract While a considerable body of experimental work has been conducted since the beginning of the 1980s to study whether subtitles enhance the acquisition of other languages in adults, research of this type investigating subtitles as a tool for enhancing children’s language learning and literacy has received less attention. This study provides an integrative review of existing studies in this area and finds extensive evidence that subtitled AV content can indeed aid the acquisition of other languages in children and adolescents, and that it can moreover enhance the literacy skills of children learning to read in their L1 or the official language of the country in which they live and receive schooling. Recommendations for future research are also made, and it is highlighted that further research using eye tracking to measure children’s gaze behaviour could shed new light on their attention to and processing of subtitled AV content.

After years of rejection and criticism blaming on their entertaining nature as a source of distraction within the classroom, in recent decades audiovisual translation has been accepted as a tool for language learning. Real-life needs have shown that watching subtitled audiovisual materials enhances language acquisition and foster varied skills, so that it has gained a place in the classroom. Recently, one step forward has been taken in the use of this resource, moving from passive subtitles to active subtitling, in order to turn the target receiver —the foreign-language student— into a subtitler. The present article reviews the didactic possibilities of both activities, analyses the benefits of active subtitling, and presents some subtitling programmes whose features make them feasible for use as a teaching tool.

Abstract Audiovisual material enhanced with captions or interlingual subtitles is a particularly powerful pedagogical tool which can help improve the listening comprehension skills of second-language learners. Captioning facilitates language learning by helping students visualize what they hear, especially if the input is not too far beyond their linguistic ability. Subtitling can also increase language comprehension and leads to additional cognitive benefits, such as greater depth of processing. However, learners often need to be trained to develop active viewing strategies for an efficient use of captioned and subtitled material. Multimedia can offer an even wider range of strategies to learners, who can control access to either captions or subtitles.

Learning new vocabulary compromises a significant factor for success within language learning since without the adequate knowledge of words and their meaning, learners are not able to use the target language efficiently. Moreover, vocabulary tends to be forgotten if it is not acquired and used through the right methods that will provide learners with language inputs in genuine target language environment. In this regard, the increasing access to different multimedia and technology resources facilitate spontaneous vocabulary acquisition for the contemporary age learners. In particular, movies with subtitles can be a great tool in bringing students closer to authentic real life communication vocabulary. As a result, previous studies have found out several benefits of using subtitled movies by confirming that subtitles indeed improve vocabulary development.

Abstract The pedagogical use of subtitled and captioned material in the foreign language classroom is upheld by various theories which reveal the cognitive processing activated when students are exposed to multimedia and subtitled audiovisual materials. The three theories that will be considered here are Cognitive Load Theory (CLT), Cognitive Theory of Multimedia Learning (CTML) and Cognitive Affective Theory of Learning with Media (CATLM). The main purpose of the paper is to illustrate the internal mechanisms triggered in learners when various sensorial channels (visual, auditory and textual) coincide simultaneously on screen and how this may affect their cognitive engagement and motivation while learning a foreign language. Additionally, two empirical studies will be presented in the second part of the article in order to provide evidence of the benefits of using subtitled audiovisual materials in the English Foreign Language (EFL) classroom in higher education. The results show that both interlingual (L1) and intralingual (L2) subtitles prove to have a facilitating role in informal and colloquial language learning in this context.

The present article describes a didactic proposal based on the use of an audiovisual translation and accessibility mode as a pedagogical tool: subtitles for the deaf and hard of hearing (SDH). When students create SDH for a pre-selected clip within a well-structured task, they are enhancing integrated skills, especially in the form of written production (of the subtitles), listening comprehension (of the original), and lexical creativity (through the condensation of the original message in the form of subtitles and the description of paralinguistic elements). A project undertaken with online students to assess the potential benefits of SDH has acted as a preliminary study to back up the didactic proposal presented herein. The main data gathered from this experience offers a reference for future practice and research in this field, since it confirms previous assumptions on the validity of subtitling as a pedagogical tool to improve foreign language learning skills.

Captioning pictures naturally is one of the significant aspects of the human visual framework. There are numerous benefits if there is a model which consequently inscription the scenes or climate encompassed by them and offers back the subtitle as a plain book. In this paper, we present a model dependent on CNN-LSTM neural organizations which naturally identifies the items in the pictures and creates inscriptions for the pictures. It utilizes Inception v3 pre-prepared model to play out the errand of distinguishing items and utilizations LSTM to produce the subtitles. It utilizes the method of Transfer Learning on pre-prepared models for the undertaking of item Detection. This model can perform two activities. The first is to recognize objects in the picture utilizing Convolutional Neural Networks and the other is to subtitle the pictures utilizing RNN based LSTM (Long Short Term Memory). It additionally utilizes a bar look for anticipating the inscriptions for example choosing the best words from the accessible corps. In this, we take top k expectations, feed them again in the model and afterward sort them utilizing the probabilities returned by the model. A portion of the product prerequisites of this undertaking is Tensor Flow V2.0, pandas, NumPy, pickle, PIL, OpenCV. A little GUI is made to transfer the picture to the model to create the inscription. The fundamental use instance of this undertaking is to help outwardly debilitated to comprehend the general climate and act as per that. The inscription age is one of the intriguing and centred fields of Artificial Intelligence which has numerous difficulties to survive. Inscription age includes different complex situations beginning from picking the dataset, preparing the model, approving the model, making pre-prepared models to test the pictures, identifying the pictures lastly producing the individual picture-based subtitles.

AbstractThe present article discusses the popularity of English since World War II, which has turned to a decisive lingua franca in Europe over the past decades and has been a major component of the thriving language industry. Our hypothesis is that when it comes to teaching foreign languages, most notably English, the inclusion of translation is rather limited (at least in Eastern Europe), and translation is even “stigmatized and excluded” from instruction (cf. Venuti 2013). However, multimedia products from the USA, most notably Hollywood movies, are highly popular among teenagers – thus, we argue for the benefits of watching (together with their scripts and subtitles) and using them as “natural” sources of language which may be used to counterbalance the textbooks and grammar books originating from the UK. We exemplify specific grammar- and vocabulary-related border crossings of institutionalized language teaching (e.g. Subject–Verb disagreement or double negative) from Band of Brothers, a highly popular TV mini-series. We also highlight the importance of the target language and individual norms when translating or subtitling taboo words. The conclusion section mentions the effectiveness of translations through subtitles, knowing that the effort is diminished when learning and entertainment is combined (cf. Caimi 2006) in the hope of serving the real needs of the learners.

<p>Listening, watching, reading and writing simultaneously in a foreign language is very complex. This paper is part of wider research which explores the use of audiovisual comprehension questions imprinted in the video image in the form of subtitles and synchronized with the relevant fragments for the purpose of language learning and testing. Compared to viewings where the comprehension activity is available only on paper, this innovative methodology may provide some benefits. Among them, it could reduce the conflict in visual attention between watching the video and completing the task, by spatially and temporally approximating the questions and the relevant fragments. The technique is seen as especially beneficial for students with a low proficiency language level.</p><p>The main objectives of this study were to investigate if embedded questions had an impact on SFL students’ audiovisual comprehension test performance and to find out what examinees thought about them. A multimethod design (Morse, 2003) involving the sequential collection of three quantitative datasets was employed. A total of 41 learners of Spanish as a foreign language (SFL) participated in the study (22 in the control group and 19 in the experimental one). Informants were selected by non-probabilistic sampling. The results showed that imprinted questions did not have any effect on test performance. Test-takers’ attitudes towards this methodology were positive. Globally, students in the experimental group agreed that the embedded questions helped them to complete the tasks. Furthermore, most of them were in favour of having the questions imprinted in the video in the audiovisual comprehension test of the final exam. These opinions are in line with those obtained in previous studies that looked into experts’, SFL students’ and SFL teachers’ views about this methodology (Casañ Núñez, 2015a, 2016a, in press-b). On the whole, these studies suggest that this technique has potential benefits for FL learning and testing. Finally, the limitations of the study are discussed and some directions for future research are proposed.</p>

This paper examines the use of subtitles as a learning tool for developing skills required for scientific translation, in the framework of the course "Scientific and Technical Translation" included in the Translation and Interpreting Studies degree at the University of Cordoba. For that purpose, in the present study we aim to discuss and describe the benefits provided by this modality of audiovisual translation by presenting an overview of the previous studies focused on the effectiveness of subtitling in foreign language (FL) learning. However, we intend to go deeper and propose the integration of subtitling not only in translation studies curriculum, but more specifically, in a scientific translation course. Furthermore, the documentary genre is postulated as an optimal audiovisual media to be used for FL specialised language learning. The subtitling activity consisted of three stages: viewing of an informational documentary short movie with original English subtitles, documentation, and translation into Spanish. In order to confirm whether this subtitling practice raises students' motivation and, as a result, brings positive learning results, this study is based on the responses obtained in a questionnaire completed by the participants in the experiment. The main questions are related to the role of multiple semiotic systems as a support for textual comprehension and learning, and the acquisition of specialised terminology, as well as the students' motivation towards a simulation of a professional translation assignment. Keywords: Audiovisual translation, Scientific translation, Documentary genre, Subtitling, FL language

Creative dubbing and subtitling are presented in this article as didactic resources to improve integrated foreign language (FL) skills (specifically oral and written production). The increasing attention that the application of audiovisual translation (AVT) to FL learning has been receiving in the last two decades calls for further exploration into the potential benefits of modern AVT modes, such as funsubbing and fundubbing, understood as the creative translation of an audiovisual text, be it into subtitles or through the production of a new audio track. After considering the educational power of creative AVT and providing the corresponding theoretical justification, the article will present a methodological proposal on how to use these AVT modes in online environments. Finally, preliminary data derived from a short-term trial will be analysed and discussed.

The use of movie videos as an instructional aid in the teaching of English as a foreign language (EFL) should be encouraged due to various pedagogical benefits. This article attempts to suggest a technique of utilizing movies in English listening classes in order to improve the aural perception skills of the learners. It comprises three stages:previewing, viewing, and postviewing. In the previewing stage, learners read a bried description of the theme of the movies to activate their prior knowledge, guess the meaning of certain keywords presented in sentential contexts, or familiarize-either with or without any subtitles-and while doing so they are supposed to answer several questions in written form. Finally, the learners are enganged into a postviewing activity in the form of contrasting cultures reflected in the movies. This technique of teaching listening has proved to be effective in developing listening skills in a foreign language and sentizing them to the target culture, which is an inseparable aspect of language learning.

The goal of this study was to test the effect of typographical features of subtitles including size, color and position on nonnative English viewers’ retention and recall of lyrics in music videos. To do so, the researcher played a simple subtitled music video for the participants at the beginning of their classes, and administered a 31-blank cloze test from the lyrics at the end of the classes. In the second test, the control group went through the same procedure but experimental group watched the customized subtitled version of the music video. The results demonstrated no significant difference between the two groups in the first test but in the second, the scores remarkably increased in the experimental group and proved better retention and recall. This study has implications for English language teachers and material developers to benefit customized bimodal subtitles as a mnemonic tool for better comprehension, retention and recall of aural contents in videos via Computer Assisted Language Teaching approach.

The aim of this article is to describe the use of movies as reading materials for the eighth grade of junior high school. Movies can be developed as materials to enhance students’ critical thinking and improve their comprehension through multimodal texts provided as their visual media in learning reading. By reading the subtitles of the movies, students could improve their reading skill supporting by visualization of images. The literature review of this article recommended why movies should be developed as reading materials in language learning with their advantages and benefits. Many previous studies suggested that movies could be the appropriate media for English language teaching to motivate students and improve their language skills. English teachers could modify and develop reading materials based on the movies' content to encourage students in language learning. This research applied research and development by adopting the Borg & Gall design. The data techniques of this research included a questionnaire, interview, observation, and documentation. The result of this research indicated that the total mean scores of material aspects, language aspects, and graphic aspects ranged from 3.00 to 3.50. Therefore, the scores were categorized as good and very good. Thus, it can be concluded that the developed product of this research was valid, effective, and appropriate.

IT Informal Contact with English. A case study of Italian postgraduate students tratta dell’acquisizione informale della lingua inglese in contesto italiano. Il volume, infatti, dopo una rassegna dei principali studi acquisizionali attorno al tema, illustra e descrive i risultati dell’indagine condotta su studenti dell’Università di Pavia riguardo al loro rapporto con media e input in lingua inglese. Il testo presenta un focus specifico sui benefici e sull’impatto dei testi audiovisivi in generale, e dei testi audiovisivi sottotitolati in particolare. Parole chiave: ACQUISIZIONE INFORMALE, LINGUISTICA ACQUISIZIONALE, LINGUA INGLESE, INPUT AUDIOVISIVI EN Informal Contact with English. A case study of Italian postgraduate students examines informal English acquisition in the Italian context. After a review of major studies of informal acquisition, the volume describes the results of a study conducted with students at the Università di Pavia (Italy) regarding their engagement with English-language media. Specifically, the text focuses on the benefits and impact of input from audiovisual materials and, in particular, audiovisual materials with subtitles. Key words: INFORMAL ACQUISITION, ACQUISITIONAL LINGUISTICS, ENGLISH LANGUAGE, AUDIOVISUAL INPUT ES Informal Contact with English. A case study of Italian postgraduate students se ocupa de la adquisición informal de la lengua inglesa en el contexto italiano. Tras un análisis de los principales estudios adquisicionales sobre el tema, el volumen ilustra y describe los resultados de una investigación llevada a cabo con estudiantes de la Universidad de Pavía (Italia) sobre su relación con los medios y el input en lengua inglesa. El texto se centra especialmente en los beneficios y el impacto del input procedente de materiales audiovisuales y, en particular, de aquellos que incluyen subtítulos. Palabras clave: ADQUISICIÓN INFORMAL, LINGÜÍSTICA ADQUISICIONAL, LENGUA INGLESA, INPUT AUDIOVISUAL

AbstractChildren and young people with rare and inherited diseases will be significant beneficiaries of genome sequencing. However, most educational resources are developed for adults. To address this gap in informational resources, we have co-designed, developed and evaluated an educational resource about genome sequencing for young people. The first animation explains what a genome is, genomic variation and genome sequencing (“My Genome Sequence”: http://bit.ly/mygenomesequence), the second focuses on the limitations and uncertainties of genome sequencing (“My Genome Sequence part 2”: http://bit.ly/mygenomesequence2). In total, 554 school pupils (11–15 years) took part in the quantitative evaluation. Mean objective knowledge increased from before to after watching one or both animations (4.24 vs 7.60 respectively; t = 32.16, p < 0.001). Self-rated awareness and understanding of the words ‘genome’ and ‘genome sequencing’ increased significantly after watching the animation. Most pupils felt they understood the benefits of sequencing after watching one (75.4%) or both animations (76.6%). Only 17.3% felt they understood the limitations and uncertainties after watching the first, however this was higher among those watching both (58.5%, p < 0.001). Twelve young people, 14 parents and 3 health professionals consenting in the 100,000 Genomes Project reported that the animation was clear and engaging, eased concerns about the process and empowered young people to take an active role in decision-making. To increase accessibility, subtitles in other languages could be added, and the script could be made available in a leaflet format for those that do not have internet access. Future research could focus on formally evaluating the animations in a clinical setting.

During the last two decades, social media has immersed itself into all facets of our personal and professional lives. The healthcare sector is no exception, with public health departments now capitalizing on the benefits that social media offers when delivering healthcare education and communication with citizens. Provincial Health Committees (PHCs) in China have begun to adopt the micro-video sharing platform, Tik Tok, to engage with local residents and communicate health-related information. This study investigates the status quo of official Tik Tok accounts managed by PHCs in mainland China. In total, 31 PHC accounts were analyzed during August 2019, while the top 100 most liked micro-videos were examined using content analysis. Coding included three major aspects: Quantified Impact, Video Content, and Video Form. 45.2% (n = 14) of PHCs had official Tik Tok accounts. A limited number of accounts (n = 2) were yet to upload a micro-video, while most (n = 9) had uploaded their first micro-video during 2019. For the top 100 most liked micro-videos, a sharp difference was observed in terms of number of Likes, Comments and Reposts. Videos containing cartoons or documentary-style content were most frequently watched by citizens. Similarly, content that promoted professional health or provided knowledge of diseases was frequently viewed. Content containing original music, formal mandarin language, subtitles, and which lasted less than 60 s, were most frequently followed. It is considered a missed opportunity that most PHCs struggle to take advantage of the Tik Tok platform, especially given its growing popularity and daily increase in account creation.

Use of multimedia for teaching and learning, particularly digital video, has become ubiquitous in higher education. This is driven in part by the growth in blended pedagogies and an increase in students learning solely or partly online. It is also influenced by relatively inexpensive media production equipment, faster internet speeds, student access to mobile devices and a rise in media production skill sets. Where students are studying solely online, this content becomes essential as it replaces the traditional lecture in the design of the course (“course” refers to individual course, subject or unit of study). Digital video can be an extremely effective way to reach students with course content. One of the main benefits is the flexibility it affords. Students can view the course material when and where they like, on multiple devices. They can rewind, slow down or speed it up – they can revisit particular videos prior to assessments. There have been two primary drivers of the development process of this content. Firstly, a focus on high quality, and secondly, a focus on accessibility. Videos have the potential to be more inclusive as they are accessible to students with a range of disabilities. We have included subtitles with all videos as a minimum requirement. What follows is a case study on the creation and distribution of a large volume (around 6000 items) of digital content designed to support teaching and learning in a newly created suite of completely online undergraduate degrees. This case study will outline the various challenges which are presented by creating and supporting this volume of material and is informed by the results of a survey of students, detailing their usage patterns and habits.

Subtitling is an effective way to provide dialogues or narrative for a movie. The benefit is for people to enjoy the film even though its different from their native language. They enjoy movies over the world with different countries and styles by the dialogues translated. This research aims to know the strategy of responding to arguing in the file's subtitle titled Becoming Jane, to find out the translation techniques used by the translator, and to assess the translation quality in terms of the accuracy, acceptability, and readability. The research method is descriptive qualitative method with "Becoming Jane" movie and its subtitles as the data. Data were collected from document analysis and focus group discussions with the score of the accuracy, acceptability, and readability. The results indicate that the character used a strategy of agreeing, persisting, and complying. While six methods of translation were found, namely literal, modulation, established equivalence, borrowing, and adaptation. The quality of the translation of the strategy of responding to speech acts has been categorized as less accurate, less acceptable, and moderate in terms of readability

Video captions, also known as same-language subtitles, benefit everyone who watches videos (children, adolescents, college students, and adults). More than 100 empirical studies document that captioning a video improves comprehension of, attention to, and memory for the video. Captions are particularly beneficial for persons watching videos in their non-native language, for children and adults learning to read, and for persons who are D/deaf or hard of hearing. However, despite U.S. laws, which require captioning in most workplace and educational contexts, many video audiences and video creators are naïve about the legal mandate to caption, much less the empirical benefit of captions.

There is a gap between the optimal and the current utilization of radiotherapy in Europe: the ESTRO Cancer Foundation (ECF) was set-up to support ESTRO in tackling the barriers preventing patients to receive the treatment they need. The ECF aims at creating value for multiple stakeholders - patients, healthcare professionals and national societies, decision makers. The value creation will be captured in a virtuous circle: the ECF builds up on the ESTRO knowledge base and activities, while ESTRO research outcomes will be better accessible to external publics. The key success factors of the ECF are the engagement of the corporate partners and the synergies with the ESTRO activities: both are instrumental for the sustainability of the ECF. The Marie Curie Legacy campaign is the first project of the ECF. Leveraging on the 150th anniversary of Marie Curie's birth, it raises awareness on radiotherapy, and is based on the ESTRO toolkit for radiotherapy advocacy. The 7th November marked the launch of the campaign at European level, with an animation commemorating the legacy Marie Curie left to radiotherapy. The campaign was then led in a few European countries: in Belgium and Poland national key opinion leaders, selected in agreement with national RT societies, voiced the benefits of RT through interviews in traditional media. More countries will be targeted in 2018. With a 6 weeks campaign using social media the video was viewed by 250,000 viewers in YouTube only, and in full length by more than 60,000 viewers. In Belgium, the media campaign run for 2 days, obtaining 25 clippings, with headlines on traditional media and primetime on TV channels. In Poland, the campaign and video were launched in occasion of the World Cancer Day. The social media push of the video with subtitles ensured 125,000 views. The traditional media campaign, in one week, obtained 155 online and printed articles. The campaign, combining an European approach and national deployments, is an instrument for the European society to empower the national societies in the positioning of RT in their countries. The animation video proved to be an excellent hook to attract attention, while the engagement of national key opinion leaders is necessary for the overall success of the campaign, health remaining a national matter. Targeting the content is essential: radiotherapy is impersonated by Marie Curie in the animation, while in the national campaigns where the messages are also directed to decision makers, radiotherapy is impersonated by national experts. Overall, the process of raising awareness initiated by the ECF requires strong synergies with ESTRO activities, to ensure a two ways street: the ECF projects ensure that the benefits of radiotherapy treatment are better known, and ESTRO activities can capture the value created, by fostering radiotherapy: securing investments in radiotherapy resources, providing education, creating a more favorable policy environment, advancing research.

Watching movies can help language learners improve their proficiency. However, important in this regard are what kinds of movies learners perceive as beneficial and how they benefit from watching movies. This study intended to discover advanced English learners’ perceptions and strategies regarding watching movies. To this aim, the researchers selected 34 advanced English learners in Iran. The participants completed a questionnaire and then the researchers interviewed them to find out their perceptions and strategies with regard to watching English movies. The findings suggested that the most favourite genres were comedy, documentary and animated movies, in the order given. Furthermore, the most common strategies used by the learners were writing down new vocabularies, reviewing them and using them in everyday situations. Moreover, advanced learners preferred to watch movies with English or no subtitles. The findings can aid English learners and teachers to become familiar with effective strategies regarding watching English movies. Keywords: Advanced learners, English movies, learning strategies, learning perceptions, subtitles.

This study seeks to understand the origins and reasons behind the grammar and style guidelines elaborated by Brazilian broadcasters and video producers and applied to the translated subtitles of cable television shows. The language of the translation is often controlled, and coarse or scatological vocabulary tends to be curbed or avoided, among other restrictions. Brazil was under a military regime from 1964 to 1985, when the media was subjected to strict censorship. Could it be that this heritage still casts a shadow over current policies applied to audiovisual translation (AVT)? To approach this issue, this study outlines the history of censorship applied to content and language during the Brazilian military regime, describes the evolution of the AVT industry in the context of cable television in Brazil, and finally conveys first-hand insights and experiences on language control by quality control professionals. The ultimate goal is to bring these rulemaking processes to light, in an attempt to help improve the dialogue between end clients and service providers, for the benefit of the viewers.

This article explores the main challenges that translators face in the subtitling of English language films into Arabic and addresses key issues by examining the common features hindering audio-visual translation and highlighting particular cultural limitations intrinsic to translation for Arabic speaking audiences, assuming that particular fundamentals of translation theory can help overcome cultural challenges. A quantitative approach is adopted in the study. The quantitative data were collected through a questionnaire involving students at the Translation Department of Tripoli University to gauge their views about the current quality of English into Arabic subtitles. The findings of this study have practical contributions in enhancing the quality of subtitling. They also benefit academic research through expanding the literature in the field of subtitling which in turn will benefit future researchers.

AbstractThe Society for Libyan Studies celebrated its 50th year in 2019 and it boasts a long record of promoting excellent research on Libya and its adjacent regions. Our second half-century will bring new challenges and opportunities. This note outlines our strategy to maintain our focus on Libya while acknowledging that Libya has always been embedded within wider networks of influence, trade and engagement across the Mediterranean and throughout North and Central Africa. We want to acknowledge this broader geographical remit more clearly with a new subtitle for this journal: Libyan Studies: a Journal of North African and Mediterranean Cultures. This subtitle also points to the benefits of engaging other academic communities beyond our traditional, core constituencies of archaeology, ancient history and history – not least because a broader engagement with contemporary research will help to maintain the Society's strength, relevance and sustainability. Likewise, we aim to engage more interest from the Libyan and North African diaspora in Britain. These initiatives will build upon our strong foundations to make us more able to respond to the challenges of our second 50 years.

As audiovisual material is increasingly and globally streamed live, there is a growing demand for this live content to be made accessible in a foreign language. This calls for interlingual live subtitling, which is intended for both foreign-language and hearing-impaired viewers, illustrating the wide and inclusive notion of Media Accessibility (MA) where access is needed for audiences with and without disabilities (Romero-Fresco, 2018). This paper begins with an overview of interlingual respeaking including research, demand and training. Empirical results of interlingual respeaking experiments are presented with an emphasis on the task-specific skills required, which have been validated through experimental research. Then, a research-informed training model for interlingual respeaking is presented that acts as a framework upon which to base the proposal of a training course. This is regarded as an essential step to help consolidate interlingual respeaking as a viable access service and to produce quality live subtitles to benefit a wide audience.

Abstract While much research has proved the benefits of subtitled audiovisuals for foreign language learning, few studies address such practices in out-of-classroom settings or focus on Asia-based video-sharing platforms. This study bridges this gap by introducing an increasingly popular viewing-commenting system in Japan and China, known as danmu or danmaku, which displays viewers’ timeline-synchronized comments on video content. We analyse the metalinguistic comments which entail viewers’ knowledge of the language, their comprehension issues and sociolinguistic attitudes toward its use. Adopting an inductive or data-driven methodology, we extracted and manually coded 390 comments that are related to the Spanish language, Spanish–Chinese translation and learning Spanish. Results show that viewers are mostly interested in linguistic features that differ from Chinese or English (e.g. the complex grammar) and they use danmu to access sociolinguistic issues that are central to daily communication such as the fast speech rate, language varieties, and frequent use of vulgarisms.

AbstractReview of psychological and language acquisition research into seeing faces while listening, seeing gesture while listening, illustrated text, reading while listening, and same language subtitled video, confirms that bi-modal input has a consistently positive effect on language learning over a variety of input types. This effect is normally discussed using a simple additive model where bi-modal input increases the total amount of data and adds redundancy to duplicated input thus increasing comprehension and then learning. Parallel studies in neuroscience suggest that bi-modal integration is a general effect using common brain areas and following common neural paths. Neuroscience also shows that bi-modal effects are more complex than simple addition, showing early integration of inputs, a learning/developmental effect, and a superadditive effect for integrated bi-modal input. The different bodies of research produce a revised model of bi-modal input as a learned, active system. The implications for language learning are that bi- or multi-modal input can powerfully enhance language learning and that the learning benefits of such input will increase alongside the development of neurological integration of the inputs.

Serverless computing has introduced scalable event-driven processing in Cloud infrastructures. However, it is not trivial for multimedia processing to benefit from the elastic capabilities featured by serverless applications. To this aim, this paper introduces the evolution of a framework to support the execution of customized runtime environments in AWS Lambda in order to accommodate workloads that do not satisfy its strict computational requirements: increased execution times and the ability to use GPU-based resources. This has been achieved through the integration of AWS Batch, a managed service to deploy virtual elastic clusters for the execution of containerized jobs. In addition, a Functions Definition Language (FDL) is introduced for the description of data-driven workflows of functions. These workflows can simultaneously leverage both AWS Lambda for the highly-scalable execution of short jobs and AWS Batch, for the execution of compute-intensive jobs that can profit from GPU-based computing. To assess the developed open-source framework, we executed a case study for efficient serverless video processing. The workflow automatically generates subtitles based on the audio and applies GPU-based object recognition to the video frames, thus simultaneously harnessing different computing services. This allows for the creation of cost-effective highly-parallel scale-to-zero serverless workflows in AWS.

An added benefit of doing library instruction is you learn things from students and faculty. This knowledge informs both collection development and research consultations. It is especially interesting when a new faculty member arrives and issues a revised syllabus for a popular course. One such class at UC Berkeley is in the Global Poverty and Practice (GPP) minor, founded by Professor Ananya Roy ten years ago. Her book, Poverty Capital: Microfinance and the Making of Development, makes the uncomfortable point that people and institutions profit from poverty: it is a lucrative business. But there are also those who attempt to create and influence “poverty knowledge.” The 1998 subtitle of the World Bank’s flagship publication, the World Development Report, was “Knowledge for Development.” In 2017 the World Bank wrote a feature news article (about itself) as a “knowledge institution.” There are articles that trace the history of the World Bank’s vision of itself as a “knowledge bank,” a term I find both amusing (do they charge “interest”?) and problematic. Yet a library is also a knowledge institution, and what we purchase or recommend influences the thinking and research of students and scholars.

This paper evaluates the development of performative theories inspired by practice in the evolution of Lizbeth Goodman's research and SMARTlab's fifteen-year oeuvre. In this piece, Goodman outlines the methodology of ‘performing in the wishing tense’, analyzing the development of her own practice from television to live theatre to broadcast and multimedia to telematics and online learning ‘stages’, to radio, and then to web presence. As the subtitle of the article suggests, Goodman has evolved a methodology for her team that has been influenced by the work of one of her academic mentors, the late Clive Barker, author of Theatre Games, and that has been extended in parallel explorations of play, time, space, and voicing in the work of women, people with disabilities and disadvantaged groups worldwide, here discussed from earliest stages to current collaborations. This work has been extrapolated to show how those with disabilities that prevent free movement and speech can benefit from interactive screenic or telematic performance tools that empower a sense of movement and play: a ‘theatre games’ rubric translated into multimedia performance modes, using technology tools created by the team. She discusses the place of the (damaged or fractured) body of the theorist in relation to the bodies of the people she directs and whose words and movements she choreographs. Written specifically as a ‘response’ to Barker's work, this piece maps the journey of SMARTlab's performances around the globe and through the recent history of multimedia, ending with a postscript describing a collaborative game based on the role-play theories of Barker and on the ‘liveness’ of what Goodman calls ‘the wishing tense’ of lost languages, including body languages. Much of the performance material referred to is available online, and DVD versions can be provided upon request.

With Tippett and Rawsthorne centenaries this year, Mátyás Seiber's (1905–60) might have been overlooked, but Morley College, prompted by the composer's daughter Julia, made sure it was not with a well-devised festival comprising four concerts, two lectures (by Michael Graubart and Hugh Wood – both names familiar to Tempo readers, and the latter currently especially featured) and an exhibition. Seiber was one of a number of continental arrivals, the others including Gerhard and Reizenstein, who remained here to our considerable benefit, in Seiber's case becoming a much sought-after teacher of composition. Morley was a fitting focus for the celebrations, having welcomed him onto the staff in 1942 after more august, and blinkered, institutions had shown no interest. The subtitle of the festival – ‘From blue notes to twelve notes’ – neatly encapsulated his wide ambit. As Robert Hanson pointed out in his notes, ‘his refusal to accept the mutual exclusiveness of different types of musical study and practice, first shown publicly in his jazz course at Frankfurt, came to typify the man’. This is in direct line with the Morley philosophy since the days of Dr Hanson's reforming predecessor Gustav Holst, who is reported in the College's magazine of December 1917 to have insisted that the terms ‘classical’ and ‘popular’ were misleading: there was only ‘good’ and ‘bad’ music. (The danger now, as Wood pertinently observed, is that students reluctant to accept the authority of the teacher prefer to think their own opinions equally valid. Seiber would have had no truck with such self-deception. Ruthlessly honest yet tactful in discussing a student's work, he adopted the Socratic approach by indicating a passage and asking ‘why did you do that?’ After listening patiently to the reply, he would quietly explain the fault and request a revision for the next lesson.) Sadly, older pupils like Fricker, Milner and Banks are not around to discuss how he would see an extended piece through to completion. But more recent ones were present at the festival, including Graubart and Anthony Gilbert (also featured in Tempo recently), who can corroborate Wood's testimony to Seiber's belief that composition should be taught as a discipline grounded in tradition and the classics, backed up by thorough analysis and imitation of Bach inventions and Haydn minuets.

Based on Government Regulation Number 48 of 2014 about Marriage Registration Fee which contains about the cost of marrieage recording and referring for free or free of charge when done in KUA. If marriage applied outside KUA and outside working hours, it is charged Rp 600.000. The regulation subtitutes Government Regulation Number 47 of 2004 about Non-Tax State Revenue Rate that applied to the Ministry of Religious Affairs. The weakness of Government Regulation No. 47 of 2004 is the number of gratification practices among some headman. This resulted in the issuance of Government Regulation Number 48 of 2014 concerning about the Cost of marriage listing on the basis of the benefit to eliminate the practice of gratuities. Primary sources in this study are the views of the Head Office of Religious Affairs (KUA) Tegalrejo and Gondokusuman Subdistricts and View of bride and groom candidates in Tegalrejo and Gondokusuman Subdistricts. The secondary data are documents relating to the Office of Religious Affairs (KUA) Tegalrejo and Gondokusuman Sub-districts. The approach used is the normative approach. Data were analyzed qualitatively by using deductive and inductive methods. This paper describes the impact of the implementation of Government Regulation Number 48 of 2014 about the Cost of Marriage Listing in KUA Tegalrejo and Gondokusuman.[Berdasarkan Peraturan Pemerintah Nomor 48 tahun 2014 tentang Biaya Pencatatan Nikah yang berisi tentang biaya pencatatan nikah dan rujuk gratis atau tidak dipungut biaya sama sekali apabila dilakukan di dalam KUA. Jika melaksanakan nikah di luar KUA dan di luar jam kerja, maka dipungut biaya sebesar Rp 600.000. Peraturan tersebut menggantikan Peraturan Pemerintah Nomor 47 tahun 2004 tentang Tarif Penerimaan Negara Bukan Pajak yang Berlaku pada Departemen Agama. Kelemahan PP Nomor 47 tahun 2004 adalah banyaknya praktek gratifikasi di kalangan oknum penghulu. Hal ini menyebabkan lahirnya Peraturan Pemerintah Nomor 48 tahun 2014 tentang Biaya Pencatatan Nikah atas dasar kemaslahatan untuk menghilangkan praktek gratifikasi. Sumber primer dalam penelitian ini adalah Pandangan Kepala Kantor Urusan Agama (KUA) Kecamatan Tegalrejo dan Gondokusuman serta Pandangan Calon Manten di Kecamatan Tegalrejo dan Gondokusuman. Data sekundernya adalah dokumen yang berhubungan dengan Kantor Urusan Agama (KUA) Kecamatan Tegalrejo dan Gondokusuman. Pendekatan yang digunakan adalah pendekatan normatif. Data dianalisis secara kualitatif dengan menggunakan metode deduktif dan induktif. Tulisan ini menjelaskan tentang dampak implementasi Peraturan Pemerintah Nomor 48 tahun 2014 tentang Biaya Pencatatan Nikah di KUA Tegalrejo dan Gondokusuman.]

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mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} --> <!--[endif] --> <p class="Abstract"><span lang="EN-US">This paper presents an open platform developed for the teaching of Chemical Processes stressing the synergistic effects of combining in the same platform different tools and also different subjects. The benefit for the students of the approach followed is discussed, namely on what concerns knowledge integration. The results of a questionnaire which has been filled by the students during the last four school years are presented. Access to the platform is continuously monitored and will be reported here.</span></p>

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Seventeen students, age 8-17 and originating from 9 countries, participated. Co-facilitated by three international educator-researchers, FotoLab’s purpose was to promote self-expression, collaboration, and visual literacy. -Through a qualitative inquiry of the FotoLab curriculum, photographs and videos, field notes, and student questionnaires, this article reflects on themes of multiculturalism and multilingualism, collaboration, and visual literacy within a sociocultural animation framework. While expressions of cultural and linguistic identity emerged, findings emphasize the challenges and benefits of teamwork and shared learning. Participants expressed growth in their ability to create and interpret images, a perception affirmed in weekly presentations of their photographs and in a culminating, community event. 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<!--[if gte mso 9]><xml> <o:OfficeDocumentSettings> <o:RelyOnVML /> <o:AllowPNG /> </o:OfficeDocumentSettings> </xml><![endif]--><p>The authors analyze the Spanish fiscal awareness through citizens’ perception on the tax system. A questionnaire is used for exploring the most influential factors: knowledge of the system, acceptance of fraud, use of social benefits without adequate compensation, and satisfaction and confidence in institutions.</p><p>Once the contingency table is built and the strength of the statistical significance is analyzed - by Cramer's V coefficient - binary logistic regression models, multinomial logistic regression and ordinal regression are applied. Educational level and employment status were taken as covariates, demonstrating the lack of statistical significance of gender in tax awareness.</p><p class="MsoNormal" style="line-height: 150%;">There are significant differences between men, women and the group of housewives. 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São inúmeros os benefícios e, atualmente, quase nunca se apontam desvantagens, embora ainda se busquem procedimentos menos invasivos, que provoquem menor dor e que tenham melhor resultado estético. Objetivamos, com este trabalho, demonstrar uma nova variação técnica, de fácil exequibilidade e sem modificações no que diz respeito à segurança. É proposto um acesso na parede lateral do abdome, para inserção dos trocartes, das pinças operatórias e da ótica, e outro na cicatriz umbilical, de forma que, quando o paciente estiver em posição frontal ao expectador, as cicatrizes não sejam visíveis. Os trocartes laterais são posicionados na linha axilar média, pouco acima da crista ilíaca anterossuperior. Foram incluídos, nesse estudo, pacientes com diagnóstico ultrassonográfico de litíase biliar com indicação de cirurgia, e excluídos pacientes com alguma comorbidade, portadores de cicatriz abdominal, e pacientes com Índice de Massa Corporal (IMC) > 30 kg / m</span><span style="font-size: 4.5pt; mso-bidi-font-family: Calibri; color: black; position: relative; top: -2.5pt; mso-text-raise: 2.5pt;">2</span><span style="font-size: 8.0pt; mso-bidi-font-family: Calibri; color: black;">. 12 casos foram operados sem intercorrências ou qualquer complicação. Identificaram-se variações anatômicas da artéria cística e um ducto anômalo no leito da vesícula em um dos pacientes. Em dois pacientes, usou-se drenagem fechada pelo orifício lateral, e um deles recebeu outro trocarte de 5 mm à direita, para melhor exposição da vesícula biliar. Todos os pacientes receberam alta dentro do prazo previsto para cada caso. A técnica apresentada neste estudo reúne características que permitem considerá-la uma opção viável para o tratamento cirúrgico da litíase biliar.</span></p><span style="font-size: 8.0pt; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US;" lang="EN-US"> </span> <p class="MsoNormal" style="margin-top: 0cm; margin-right: 22.7pt; margin-bottom: .0001pt; margin-left: 22.7pt; text-align: justify; mso-layout-grid-align: none; text-autospace: none;"><strong><span style="font-size: 8.0pt; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: EN-US;" lang="EN-US">Abstract</span></strong></p> <p class="MsoNormal" style="margin-top: 0cm; margin-right: 22.7pt; margin-bottom: .0001pt; margin-left: 22.7pt; text-align: justify; mso-layout-grid-align: none; text-autospace: none;"><strong><span style="font-size: 8.0pt; mso-bidi-font-family: Calibri; color: #2a2a2a; mso-ansi-language: EN-US;" lang="EN-US">Introduction</span></strong><span style="font-size: 8.0pt; mso-bidi-font-family: Calibri; color: #2a2a2a; mso-ansi-language: EN-US;" lang="EN-US">: The large surgical evolution in recent decades is due to the technical development of video-surgery. There are countless benefits and currently almost never are disadvantages pointed out; however, less invasive procedures are still to be sought that cause less pain and have better aesthetic result. This study aims to demonstrate a new technique variation of easy performance and without modifications with regard to safety. <strong>Methods</strong>: The access to the lateral wall of the abdomen for insertion of the trocars is proposed, as for the surgical and optical forceps and another on the umbilical scar, so that when the patient is in prone position to the viewer, the scars are not to be visible. The lateral trocars are placed in the midaxillary line, just above the anterosuperior iliac crest. The study included patients with ultrasonographic diagnosis of gallstones with indication for surgery, and excluded patients with any comorbidity, patients with a Body Mass Index (BMI)> 30 kg / m2, and those with anatomical defects and previous abdominal scars. <strong>Results</strong>: A series of 12 patients underwent surgery without any intercurrence or complications. Anatomic variations were identified of cystic artery and an anomalous duct in the gallbladder bed in one patient. In two patients closed drainage was used to by the side hole and one of them received another 5mm trocar on the right, for better exposure of the gallbladder and biliary ductal system. All patients were discharged within the period specified for each case. <strong>Conclusion</strong>: The technique presented in this study combines features which can be considered as viable option for the surgical treatment of gallstones.</span></p> <!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true" DefSemiHidden="true" DefQFormat="false" DefPriority="99" LatentStyleCount="267"> <w:LsdException Locked="false" Priority="0" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="Normal" /> <w:LsdException Locked="false" Priority="9" SemiHidden="false" UnhideWhenUsed="false" QFormat="true" Name="heading 1" /> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 2" /> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 3" /> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 4" /> <w:LsdException Locked="false" Priority="9" QFormat="true" Name="heading 5" /> <w:LsdException 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Untuk memperpanjang ketahanan simpannya perlu diberi perlakuan dengan </span><span style="mso-ansi-language: IT; mso-bidi-font-weight: bold;" lang="IT">konsentrasi oksigen dan karbondioksida dalam kemasan.</span><span style="mso-ansi-language: SV;" lang="SV"> Penelitian dilaksanakan dari bulan Juni sampai bulan November 2007. </span><span style="mso-ansi-language: IT;" lang="IT">Penelitian ini bertujuan untuk mendapatkan suhu penyimpanan dengan komposisi gas O₂ dan CO₂ yang tepat dalam pengemasan agar dapat mempertahankan mutu dan memperpanjang daya simpan buah mangga Gedong. Buah mangga dikemas dalam kantong plastik PE tebal 0,04 mm. Perlakuan komposisi gas yang dicoba terdiri dari 5,0% O₂+ 5,0-5,8% CO₂; 2,5% O₂ + 5,0-5,8% CO₂; 1,0% O₂ + 5,0-5,8% CO₂; Udara normal (21,0% O₂ + 0,03% CO₂), dan Udara terbuka serta suhu penyimpanan adalah 15^oC dan 27-30^oC. Penelitian disusun dengan Rancangan Acak Lengkap dalam pola Faktorial dengan tiga ulangan. Hasil penelitian menunjukkan bahwa </span><span style="mso-ansi-language: FI;" lang="FI">kombinasi perlakuan konsentrasi gas </span><span style="mso-ansi-language: IT;" lang="IT">5,0% O₂+ 5,0-5,8% CO₂</span><span style="mso-ansi-language: FI;" lang="FI">pada penyimpanan suhu 15^oC setelah 21 hari penyimpanan memberikan mutu terbaik dengan kandungan Padatan Total Terlarut 11,56^oBrix, pH 4,09, vitamin C 29,44 mg/100g, dan kadar air 87,20% serta persentase busuk buah 13,47%. Penerapan teknik hasil penelitian ini dapat menguntungkan pengguna karena waktu untuk distribusi diperpanjang.</span></p><br /><p class="MsoNormal"><strong><span style="mso-ansi-language: IT;" lang="IT">ABSTRACT. </span><span style="mso-bidi-font-style: italic;" lang="EN-US">The effect of gas composition of oxygen and carbon dioxide in the packages on Gedong mango fruit self life.</span></strong><span style="mso-bidi-font-style: italic;" lang="EN-US"> </span><span lang="EN-US">In Indonesia the development of fruit is priority. The </span><span style="mso-ansi-language: FI;" lang="FI">self life </span><span lang="EN-US">of mango fruits is short. For prolonging the </span><span style="mso-ansi-language: FI;" lang="FI">self life </span><span lang="EN-US">of mango fruits necessary to three <span style="mso-bidi-font-weight: bold; mso-bidi-font-style: italic;">gas compositions of oxygen and carbon dioxide </span>treatment followed<span style="mso-bidi-font-weight: bold; mso-bidi-font-style: italic;"> in the packages</span>. The experiment was conducted from June to November 2007. <span style="mso-bidi-font-style: italic;">The aim of the study was to determine both of the proper initial gas composition (CO₂:O₂) at the best storage temperature for conservation and extention of storage life. The mango fruits were packed in polyethylene bags (0.04 mm) and various initial compositions of O₂and CO₂with two levels of storage temperature. The gas compositions were </span></span><span style="mso-ansi-language: IT;" lang="IT">5,0% O₂+ 5,0-5,8% CO₂; 2,5% O₂ + 5,0-5,8% CO₂; 1,0% O₂ + 5,0-5,8% CO₂; Normal air (21,0% O₂ + 0,03% CO₂), and Untreated, and the storage temperature at 15^oC and 27-30^oC. This experiments was arranged in factorial and Completely Randomized Design with three replications. The results showed that either application of initial gas concentration </span><span style="mso-ansi-language: FI;" lang="FI">were 5,0% O₂ + 5,0-5,8% CO₂ at 15^oC after 21 day storage was able to maintain the best quality mango fruit days with <span style="mso-spacerun: yes;"> </span>total soluble solid 11,56^oBrix, pH 4,09, ascorbic acid content of 29,44 mg/100g, moisture content 87,20%, rotten 13,47%. 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YouTube is not only a platform for entertaining the viewers. Nowadays, language learners can use videos on YouTube as a tool to learn many things dealing with language. One of the benefits of watching YouTube videos is that learners can comprehend pragmatic equivalence. Therefore, this study aims to analyze the English dialogue among the speakers in the YouTube video entitled The Team Meeting and its Indonesian subtitle to reveal the pragmatic equivalence. The analyzed pragmatic element is conversational implicatures. Additionally, the translation strategies used in Indonesian subtitles are also analyzed. To do this, the qualitative methodology, particularly textual analysis is used. With textual analysis, some steps in analyzing the data are needed. First, the English dialogue among the speakers and its Indonesian subtitle are transcribed. Second, translation strategies and pragmatic equivalence are analyzed. Lastly, the data are presented in form of paragraphs. The results show that the translation strategies can assist the English dialogue and its Indonesian subtitle to reach pragmatic equivalence. Borrowing words from English in Indonesian and the same basic structures between both languages generally contribute to this equivalence.

This article addresses the benefits of audio-visual input for learning second language (L2) vocabulary and grammatical constructions. Specifically, it explores the role of frequency, the effects of subtitles and captions, and the mediating role of learner proficiency on language gains in two longitudinal studies. Study 1 targets vocabulary acquisition in two groups of adolescents with an elementary L2 proficiency level who view 24 episodes of a TV series spread weekly over a whole academic year, one group with subtitles (first language) and one with captions (second language). Study 2 targets grammar acquisition in two groups of university students with an intermediate proficiency level who view 10 episodes over five weeks, one group with captions and one without captions. Results of both studies show significant correlations between language gains and frequency in the input, but the size of the frequency effect appears to depend on the type of support provided by the on-screen text. The analyses also show no significant advantage of captions or subtitles for vocabulary learning at this proficiency level, a significant advantage of captions over no captions for grammatical constructions learning, as well as the significant role of proficiency. It is concluded that viewing audio-visual material leads to L2 learning and it can support learners in their preparation for study abroad and maximize their learning experience during their sojourn.

The addition of subtitles to videos has the potential to benefit students across the globe in a context where online video lectures have become a major channel for learning, particularly because, for many, language poses a barrier to learning. Automated subtitling, created with the use of speech-recognition software, may be a powerful way to make this a scalable and affordable solution. However, in the absence of thorough post-editing by human subtitlers, this mode of subtitling often results in serious errors that arise from problems with speech recognition, accuracy, segmentation and presentation speed. This study therefore aims to investigate the impact of automated subtitling on student learning in a sample of English first- and second-language speakers. Our results show that high error rates and high presentation speeds reduce the potential benefit of subtitles. These findings provide an important foundation for future studies on the use of subtitles in education.

The purpose of this study was to test the impact of typographical features of subtitles including size, colour and position on L2 English viewers’ retention and recall of texts in game visual novel, and also the voice effect of the visual game. Quasi experimental research played in this study with 54 students of two departments, with the same characteristics. It was played the game visual novel into both classes, and administered 45 multiple choice test and questioners in the end of the classes. Both classes went through the same procedures, but one class watched the customized subtitled of the visual game novel. The data gathered were subjected to the statistical procedure of paired sample t-test. And, the result showed that the experimental class showed the better result on their understanding of the story, but there is contrarily on their listening comprehension result, that is their vocabulary comprehension, it is found that the both subtitles did not have an effect on participants’ comprehension. This study has implications for English language teachers and material developers to benefit customized bimodal subtitles as a mnemonic tool for better comprehension, retention and recall of aural content in game visual novel via Computer Assisted Language Teaching approach.

Writing in the American Annals of the Deaf in 1931, Emil S. Ladner Jr, a Deaf high school student, predicted the invention of words on screen to facilitate access to “talkies”. He anticipated:Perhaps, in time, an invention will be perfected that will enable the deaf to hear the “talkies”, or an invention which will throw the words spoken directly under the screen as well as being spoken at the same time. (Ladner, cited in Downey Closed Captioning)This invention would eventually come to pass and be known as captions. Captions as we know them today have become widely available because of a complex interaction between technological change, volunteer effort, legislative activism, as well as increasing consumer demand. This began in the late 1950s when the technology to develop captions began to emerge. Almost immediately, volunteers began captioning and distributing both film and television in the US via schools for the deaf (Downey, Constructing Closed-Captioning in the Public Interest). Then, between the 1970s and 1990s Deaf activists and their allies began to campaign aggressively for the mandated provision of captions on television, leading eventually to the passing of the Television Decoder Circuitry Act in the US in 1990 (Ellis). This act decreed that any television with a screen greater than 13 inches must be designed/manufactured to be capable of displaying captions. The Act was replicated internationally, with countries such as Australia adopting the same requirements with their Australian standards regarding television sets imported into the country. As other papers in this issue demonstrate, this market ultimately led to the introduction of broadcasting requirements.Captions are also vital to the accessibility of videos in today’s online and streaming environment—captioning is listed as the highest priority in the definitive World Wide Web Consortium (W3C) Web Content Accessibility Guideline’s (WCAG) 2.0 standard (W3C, “Web Content Accessibility Guidelines 2.0”). This recognition of the requirement for captions online is further reflected in legislation, from both the US 21st Century Communications and Video Accessibility Act (CVAA) (2010) and from the Australian Human Rights Commission (2014).Television today is therefore much more freely available to a range of different groups. In addition to broadcast channels, captions are also increasingly available through streaming platforms such as Netflix and other subscription video on demand providers, as well as through user-generated video sites like YouTube. However, a clear discrepancy exists between guidelines, legislation and the industry’s approach. Guidelines such as the W3C are often resisted by industry until compliance is legislated.Historically, captions have been both unavailable (Ellcessor; Ellis) and inadequate (Ellis and Kent), and in many instances, they still are. For example, while the provision of captions in online video is viewed as a priority across international and domestic policies and frameworks, there is a stark contrast between the policy requirements and the practical implementation of these captions. This has led to the active development of a solution as part of an ongoing tradition of user-led development; user-generated captions. However, within disability studies, research around the agency of this activity—and the media savvy users facilitating it—has gone significantly underexplored.Agency of ActivityInformation sharing has featured heavily throughout visions of the Web—from Vannevar Bush’s 1945 notion of the memex (Bush), to the hacker ethic, to Zuckerberg’s motivations for creating Facebook in his dorm room in 2004 (Vogelstein)—resulting in a wide agency of activity on the Web. Running through this development of first the Internet and then the Web as a place for a variety of agents to share information has been the hackers’ ethic that sharing information is a powerful, positive good (Raymond 234), that information should be free (Levey), and that to achieve these goals will often involve working around intended information access protocols, sometimes illegally and normally anonymously. From the hacker culture comes the digerati, the elite of the digital world, web users who stand out by their contributions, success, or status in the development of digital technology. In the context of access to information for people with disabilities, we describe those who find these workarounds—providing access to information through mainstream online platforms that are not immediately apparent—as the disability digerati.An acknowledged mainstream member of the digerati, Tim Berners-Lee, inventor of the World Wide Web, articulated a vision for the Web and its role in information sharing as inclusive of everyone:Worldwide, there are more than 750 million people with disabilities. As we move towards a highly connected world, it is critical that the Web be useable by anyone, regardless of individual capabilities and disabilities … The W3C [World Wide Web Consortium] is committed to removing accessibility barriers for all people with disabilities—including the deaf, blind, physically challenged, and cognitively or visually impaired. We plan to work aggressively with government, industry, and community leaders to establish and attain Web accessibility goals. (Berners-Lee)Berners-Lee’s utopian vision of a connected world where people freely shared information online has subsequently been embraced by many key individuals and groups. His emphasis on people with disabilities, however, is somewhat unique. While maintaining a focus on accessibility, in 2006 he shifted focus to who could actually contribute to this idea of accessibility when he suggested the idea of “community captioning” to video bloggers struggling with the notion of including captions on their videos:The video blogger posts his blog—and the web community provides the captions that help others. (Berners-Lee, cited in Outlaw)Here, Berners-Lee was addressing community captioning in the context of video blogging and user-generated content. However, the concept is equally significant for professionally created videos, and media savvy users can now also offer instructions to audiences about how to access captions and subtitles. This shift—from user-generated to user access—must be situated historically in the context of an evolving Web 2.0 and changing accessibility legislation and policy.In the initial accessibility requirements of the Web, there was little mention of captioning at all, primarily due to video being difficult to stream over a dial-up connection. This was reflected in the initial WCAG 1.0 standard (W3C, “Web Content Accessibility Guidelines 1.0”) in which there was no requirement for videos to be captioned. WCAG 2.0 went some way in addressing this, making captioning online video an essential Level A priority (W3C, “Web Content Accessibility Guidelines 2.0”). However, there were few tools that could actually be used to create captions, and little interest from emerging online video providers in making this a priority.As a result, the possibility of user-generated captions for video content began to be explored by both developers and users. One initial captioning tool that gained popularity was MAGpie, produced by the WGBH National Center for Accessible Media (NCAM) (WGBH). While cumbersome by today’s standards, the arrival of MAGpie 2.0 in 2002 provided an affordable and professional captioning tool that allowed people to create captions for their own videos. However, at that point there was little opportunity to caption videos online, so the focus was more on captioning personal video collections offline. This changed with the launch of YouTube in 2005 and its later purchase by Google (CNET), leading to an explosion of user-generated video content online. However, while the introduction of YouTube closed captioned video support in 2006 ensured that captioned video content could be created (YouTube), the ability for users to create captions, save the output into one of the appropriate captioning file formats, upload the captions, and synchronise the captions to the video remained a difficult task.Improvements to the production and availability of user-generated captions arrived firstly through the launch of YouTube’s automated captions feature in 2009 (Google). This service meant that videos could be uploaded to YouTube and, if the user requested it, Google would caption the video within approximately 24 hours using its speech recognition software. While the introduction of this service was highly beneficial in terms of making captioning videos easier and ensuring that the timing of captions was accurate, the quality of captions ranged significantly. In essence, if the captions were not reviewed and errors not addressed, the automated captions were sometimes inaccurate to the point of hilarity (New Media Rock Stars). These inaccurate YouTube captions are colloquially described as craptions. A #nomorecraptions campaign was launched to address inaccurate YouTube captioning and call on YouTube to make improvements.The ability to create professional user-generated captions across a variety of platforms, including YouTube, arrived in 2010 with the launch of Amara Universal Subtitles (Amara). The Amara subtitle portal provides users with the opportunity to caption online videos, even if they are hosted by another service such as YouTube. The captioned file can be saved after its creation and then uploaded to the relevant video source if the user has access to the location of the video content. The arrival of Amara continues to provide ongoing benefits—it contains a professional captioning editing suite specifically catering for online video, the tool is free, and it can caption videos located on other websites. Furthermore, Amara offers the additional benefit of being able to address the issues of YouTube automated captions—users can benefit from the machine-generated captions of YouTube in relation to its timing, then download the captions for editing in Amara to fix the issues, then return the captions to the original video, saving a significant amount of time when captioning large amounts of video content. In recent years Google have also endeavoured to simplify the captioning process for YouTube users by including its own captioning editors, but these tools are generally considered inferior to Amara (Media Access Australia).Similarly, several crowdsourced caption services such as Viki (https://www.viki.com/community) have emerged to facilitate the provision of captions. However, most of these crowdsourcing captioning services can’t tap into commercial products instead offering a service for people that have a video they’ve created, or one that already exists on YouTube. While Viki was highlighted as a useful platform in protests regarding Netflix’s lack of captions in 2009, commercial entertainment providers still have a responsibility to make improvements to their captioning. As we discuss in the next section, people have resorted extreme measures to hack Netflix to access the captions they need. While the ability for people to publish captions on user-generated content has improved significantly, there is still a notable lack of captions for professionally developed videos, movies, and television shows available online.User-Generated Netflix CaptionsIn recent years there has been a worldwide explosion of subscription video on demand service providers. Netflix epitomises the trend. As such, for people with disabilities, there has been significant focus on the availability of captions on these services (see Ellcessor, Ellis and Kent). Netflix, as the current leading provider of subscription video entertainment in both the US and with a large market shares in other countries, has been at the centre of these discussions. While Netflix offers a comprehensive range of captioned video on its service today, there are still videos that do not have captions, particularly in non-English regions. As a result, users have endeavoured to produce user-generated captions for personal use and to find workarounds to access these through the Netflix system. This has been achieved with some success.There are a number of ways in which captions or subtitles can be added to Netflix video content to improve its accessibility for individual users. An early guide in a 2011 blog post (Emil’s Celebrations) identified that when using the Netflix player using the Silverlight plug-in, it is possible to access a hidden menu which allows a subtitle file in the DFXP format to be uploaded to Netflix for playback. However, this does not appear to provide this file to all Netflix users, and is generally referred to as a “soft upload” just for the individual user. Another method to do this, generally credited as the “easiest” way, is to find a SRT file that already exists for the video title, edit the timing to line up with Netflix, use a third-party tool to convert it to the DFXP format, and then upload it using the hidden menu that requires a specific keyboard command to access. While this may be considered uncomplicated for some, there is still a certain amount of technical knowledge required to complete this action, and it is likely to be too complex for many users.However, constant developments in technology are assisting with making access to captions an easier process. Recently, Cosmin Vasile highlighted that the ability to add captions and subtitle tracks can still be uploaded providing that the older Silverlight plug-in is used for playback instead of the new HTML5 player. Others add that it is technically possible to access the hidden feature in an HTML5 player, but an additional Super Netflix browser plug-in is required (Sommergirl). Further, while the procedure for uploading the file remains similar to the approach discussed earlier, there are some additional tools available online such as Subflicks which can provide a simple online conversion of the more common SRT file format to the DFXP format (Subflicks). However, while the ability to use a personal caption or subtitle file remains, the most common way to watch Netflix videos with alternative caption or subtitle files is through the use of the Smartflix service (Smartflix). Unlike other ad-hoc solutions, this service provides a simplified mechanism to bring alternative caption files to Netflix. The Smartflix website states that the service “automatically downloads and displays subtitles in your language for all titles using the largest online subtitles database.”This automatic download and sharing of captions online—known as fansubbing—facilitates easy access for all. For example, blog posts suggest that technology such as this creates important access opportunities for people who are deaf and hard of hearing. Nevertheless, they can be met with suspicion by copyright holders. For example, a recent case in the Netherlands ruled fansubbers were engaging in illegal activities and were encouraging people to download pirated videos. While the fansubbers, like the hackers discussed earlier, argued they were acting in the greater good, the Dutch antipiracy association (BREIN) maintained that subtitles are mainly used by people downloading pirated media and sought to outlaw the manufacture and distribution of third party captions (Anthony). The fansubbers took the issue to court in order to seek clarity about whether copyright holders can reserve exclusive rights to create and distribute subtitles. However, in a ruling against the fansubbers, the court agreed with BREIN that fansubbing violated copyright and incited piracy. What impact this ruling will have on the practice of user-generated captioning online, particularly around popular sites such as Netflix, is hard to predict; however, for people with disabilities who were relying on fansubbing to access content, it is of significant concern that the contention that the main users of user-generated subtitles (or captions) are engaging in illegal activities was so readily accepted.ConclusionThis article has focused on user-generated captions and the types of platforms available to create these. It has shown that this desire to provide access, to set the information free, has resulted in the disability digerati finding workarounds to allow users to upload their own captions and make content accessible. Indeed, the Internet and then the Web as a place for information sharing is evident throughout this history of user-generated captioning online, from Berner-Lee’s conception of community captioning, to Emil and Vasile’s instructions to a Netflix community of captioners, to finally a group of fansubbers who took BRIEN to court and lost. Therefore, while we have conceived of the disability digerati as a conflation of the hacker and the acknowledged digital influencer, these two positions may again part ways, and the disability digerati may—like the hackers before them—be driven underground.Captioned entertainment content offers a powerful, even vital, mode of inclusion for people who are deaf or hard of hearing. Yet, despite Berners-Lee’s urging that everything online be made accessible to people with all sorts of disabilities, captions were not addressed in the first iteration of the WCAG, perhaps reflecting the limitations of the speed of the medium itself. This continues to be the case today—although it is no longer difficult to stream video online, and Netflix have reached global dominance, audiences who require captions still find themselves fighting for access. Thus, in this sense, user-generated captions remain an important—yet seemingly technologically and legislatively complicated—avenue for inclusion.ReferencesAnthony, Sebastian. “Fan-Made Subtitles for TV Shows and Movies Are Illegal, Court Rules.” Arstechnica UK (2017). 21 May 2017 <https://arstechnica.com/tech-policy/2017/04/fan-made-subtitles-for-tv-shows-and-movies-are-illegal/>.Amara. “Amara Makes Video Globally Accessible.” Amara (2010). 25 Apr. 2017. <https://amara.org/en/ 2010>.Berners-Lee, Tim. “World Wide Web Consortium (W3C) Launches International Web Accessibility Initiative.” Web Accessibility Initiative (WAI) (1997). 19 June 2010. <http://www.w3.org/Press/WAI-Launch.html>.Bush, Vannevar. “As We May Think.” The Atlantic (1945). 26 June 2010 <http://www.theatlantic.com/magazine/print/1969/12/as-we-may-think/3881/>.CNET. “YouTube Turns 10: The Video Site That Went Viral.” CNET (2015). 24 Apr. 2017 <https://www.cnet.com/news/youtube-turns-10-the-video-site-that-went-viral/>.Downey, Greg. Closed Captioning: Subtitling, Stenography, and the Digital Convergence of Text with Television. Baltimore: John Hopkins UP, 2008.———. “Constructing Closed-Captioning in the Public Interest: From Minority Media Accessibility to Mainstream Educational Technology.” Info: The Journal of Policy, Regulation and Strategy for Telecommunications, Information and Media 9.2/3 (2007): 69–82.Ellcessor, Elizabeth. “Captions On, Off on TV, Online: Accessibility and Search Engine Optimization in Online Closed Captioning.” Television & New Media 13.4 (2012): 329-352. <http://tvn.sagepub.com/content/early/2011/10/24/1527476411425251.abstract?patientinform-links=yes&legid=sptvns;51v1>.Ellis, Katie. “Television’s Transition to the Internet: Disability Accessibility and Broadband-Based TV in Australia.” Media International Australia 153 (2014): 53–63.Ellis, Katie, and Mike Kent. “Accessible Television: The New Frontier in Disability Media Studies Brings Together Industry Innovation, Government Legislation and Online Activism.” First Monday 20 (2015). <http://firstmonday.org/ojs/index.php/fm/article/view/6170>.Emil’s Celebrations. “How to Add Subtitles to Movies Streamed in Netflix.” 16 Oct. 2011. 9 Apr. 2017 <https://emladenov.wordpress.com/2011/10/16/how-to-add-subtitles-to-movies-streamed-in-netflix/>.Google. “Automatic Captions in Youtube.” 2009. 24 Apr. 2017 <https://googleblog.blogspot.com.au/2009/11/automatic-captions-in-youtube.html>.Jaeger, Paul. “Disability and the Internet: Confronting a Digital Divide.” Disability in Society. Ed. Ronald Berger. Boulder, London: Lynne Rienner Publishers, 2012.Levey, Steven. Hackers: Heroes of the Computer Revolution. North Sebastopol: O’Teilly Media, 1984.Media Access Australia. “How to Caption a Youtube Video.” 2017. 25 Apr. 2017 <https://mediaaccess.org.au/web/how-to-caption-a-youtube-video>.New Media Rock Stars. “Youtube’s 5 Worst Hilariously Catastrophic Auto Caption Fails.” 2013. 25 Apr. 2017 <http://newmediarockstars.com/2013/05/youtubes-5-worst-hilariously-catastrophic-auto-caption-fails/>.Outlaw. “Berners-Lee Applies Web 2.0 to Improve Accessibility.” Outlaw News (2006). 25 June 2010 <http://www.out-law.com/page-6946>.Raymond, Eric S. The New Hacker’s Dictionary. 3rd ed. Cambridge: MIT P, 1996.Smartflix. “Smartflix: Supercharge Your Netflix.” 2017. 9 Apr. 2017 <https://www.smartflix.io/>.Sommergirl. “[All] Adding Subtitles in a Different Language?” 2016. 9 Apr. 2017 <https://www.reddit.com/r/netflix/comments/32l8ob/all_adding_subtitles_in_a_different_language/>.Subflicks. “Subflicks V2.0.0.” 2017. 9 Apr. 2017 <http://subflicks.com/>.Vasile, Cosmin. “Netflix Has Just Informed Us That Its Movie Streaming Service Is Now Available in Just About Every Country That Matters Financially, Aside from China, of Course.” 2016. 9 Apr. 2017 <http://news.softpedia.com/news/how-to-add-custom-subtitles-to-netflix-498579.shtml>.Vogelstein, Fred. “The Wired Interview: Facebook’s Mark Zuckerberg.” Wired Magazine (2009). 20 Jun. 2010 <http://www.wired.com/epicenter/2009/06/mark-zuckerberg-speaks/>.W3C. “Web Content Accessibility Guidelines 1.0.” W3C Recommendation (1999). 25 Jun. 2010 <http://www.w3.org/TR/WCAG10/>.———. “Web Content Accessibility Guidelines (WCAG) 2.0.” 11 Dec. 2008. 21 Aug. 2013 <http://www.w3.org/TR/WCAG20/>.WGBH. “Magpie 2.0—Free, Do-It-Yourself Access Authoring Tool for Digital Multimedia Released by WGBH.” 2002. 25 Apr. 2017 <http://ncam.wgbh.org/about/news/pr_05072002>.YouTube. “Finally, Caption Video Playback.” 2006. 24 Apr. 2017 <http://googlevideo.blogspot.com.au/2006/09/finally-caption-playback.html>.

Purpose This paper aims to assess the effectiveness of videotaped learning when used in a university in the UAE, in terms of evaluating the experiences of the students, along with highlighting its benefits along with challenges. The research aims to analyse the challenges and benefits of videotaped story workshop method for university students in the UAE. Experiential learning theory can be the basis of this videotaped method of learning and can be used for further theory and the contribution of this research study to knowledge in international education in business. Design/methodology/approach The results got by extracting primary data (quantitative and qualitative) from a sample size of 201 students. The paper used an action research methodology within a university degree course and within the teaching profession. The research design is associated with measuring and assessing the challenges and benefits of videotaped story workshop method for university students, along with the perceptions of the students towards its use. The study primarily used participatory action research which is a community-based study, action-based enquiry and action learning. The approach mostly used to improve the conditions and practices in a range of social environments. Findings The results suggest that most students were in favour of incorporating videotaped story workshop method for the learning experience as this eradicates common linguistic and cultural barriers. Observations indicate the students found it quite challenging to learn new techniques of making videos but later on shown a positive attitude towards the adoption of technology in terms of creating videos and presenting. Technology allowed students to make videos to showcase previous experiences and stories via digital storytelling. Such methods enhance student’s knowledge and academic skills while supporting learning behaviour and inspires them to plan, organise and share their ideas and expertise. Research limitations/implications The above methodology has good potential for inclusive learning and teaching at the higher education level which was not attempted due to lack of connecting to the learners with challenges at the university and for the researchers able to connect to such people. This method can be easily extended to inclusive teaching and learning with minor adjustments as required with the disabilities noticed for the learners. Hence, while most students displayed a positive attitude towards learning from creating, sharing and viewing digital stories, it can be argued that a certain proportion of them was not able to benefit entirely from it due to lack of experience and skills in generating videos. Therefore, attention must be emphasised upon factors to minimise these challenges in multiple ways, for example, provision of training to students for easy employment of videotaping or affordable internet access, etc. Practical implications The students also stated that initially, they perceived videotape methodology quite challenging; however, with time, they started enjoying this method. Videotaped story workshops, learners easily grasp the idea/knowledge through subtitles, even if the lessons are not delivered in their native language. This aspect results in increasing student’s motivation towards learning new concepts and coordinating with other teams to share knowledge and ideas. The method creates a strong sense of achievement amongst students that serves as a motivational driver for academic performance. The videotaped story workshop method supports student’s learning rate, increases their interest and makes the whole learning process more enjoyable. Social implications The learning experience will improve as students and teachers get comfortable using this videotape learning methodology. The method will be useful in remote learning as in the COVID19 situation and has immense social implications, especially in education. It can extend to most domains and knowledge, teaching scenarios for engineering and business. The research promises to add to the knowledge of blended learning and to the experiential learning approach which is useful to the international business of education and its future. Originality/value The classroom activities videotapes stored in platforms, making it convenient for the students and teachers to browse through at their convenience and to improve on in the future. This videotape method applies to any field of learning such as music, cooking, engineering, language study, business studies as it has the advantage to be transcribed and also captions added for the learners and teachers to understand it better. It can be useful in remote learning situations, also like the current one. It promises to be a more efficient way of learning for the future in education and the education business will benefit from it.

Traditional media, such as television and cinema, provide rich audiovisual input that is conducive to language acquisition, as research in the field has shown. This includes contexts where learner-viewers are exposed to a foreign language without subtitles, as well as when exposure occurs using subtitles in their different modalities—interlingual and intralingual. The aim of this review article is to source information from different contexts to explore the extent to which incidental foreign language acquisition occurs through input, identifying how specific linguistic competences benefit from it. The main questions that will be addressed regard age and cognateness, when exposure to foreign audiovisual input occurs both in the absence and in the presence of foreign language learning. Some brief considerations will be forwarded in relation to the impact of dubbing and of recent technological developments on language acquisition.

Abstract The use of written text has been acclaimed to enhance L2 listening comprehension, yet some argue that using written text does not effectively prepare learners to listen in real situations. Thus, the study was conducted to explore the effect of written text on learners’ perceived difficulty, listening comprehension and learning to listen through replicating the research by Diao, Chandler & Sweller (2007. The effect of written text on comprehension of spoken English as a foreign language. The American Journal of Psychology 237–261). Participants were 101 low-proficient English learners who were divided into three groups: listening with subtitles, listening with a full script and listening only. Each group first listened to a passage in their respective mode, then all three groups listened to another passage in the listening-only mode. Participants rated their perceived difficulty and completed a free recall task after each listening. Results suggest that the difficulty of written text should be tuned with learners’ proficiency level so that they can benefit from the presence of written text in listening.

In Australian universities, many courses provide lecture notes as a standard learning resource; however, captions and transcripts of these lectures are not usually provided unless requested by a student through dedicated disability support officers (Worthington). As a result, to date their use has been limited. However, while the requirement for—and benefits of—captioned online lectures for students with disabilities is widely recognised, these captions or transcripts might also represent further opportunity for a personalised approach to learning for the mainstream student population (Podszebka et al.; Griffin). This article reports findings of research assessing the usefulness of captioned recorded lectures as a mainstream learning tool to determine their usefulness in enhancing inclusivity and learning outcomes for the disabled, international, and broader student population.Literature ReviewCaptions have been found to be of benefit for a number of different groups considered at-risk. These include people who are D/deaf or hard of hearing, those with other learning difficulties, and those from a non-English speaking background (NESB).For students who are D/deaf or hard of hearing, captions play a vital role in providing access to otherwise inaccessible audio content. Captions have been found to be superior to sign language interpreters, note takers, and lip reading (Stinson et al.; Maiorana-Basas and Pagliaro; Marschark et al.).The use of captions for students with a range of cognitive disabilities has also been shown to help with student comprehension of video-based instruction in a higher education context (Evmenova; Evmenova and Behrmann). This includes students with autism spectrum disorder (ASD) (Knight et al.; Reagon et al.) and students with dyslexia (Alty et al.; Beacham and Alty). While, anecdotally, captions are also seen as of benefit for students with attention deficit hyperactivity disorder (ADHD) (Kent et al.), studies have proved inconclusive (Lewis and Brown).The third group of at-risk students identified as benefiting from captioning recorded lecture content are those from a NESB. The use of captions has been shown to increase vocabulary learning (Montero Perez, Peters, Clarebout, and Desmet; Montero Perez, Van Den Noortgate, and Desmet) and to assist with comprehension of presenters with accents or rapid speech (Borgaonkar, 2013).In addition to these three main groups of at-risk students, captions have also been demonstrated to increase the learning outcomes for older students (Pachman and Ke, 2012; Schmidt and Haydu, 1992). Captions also have demonstrable benefits for the broader student cohort beyond these at-risk groups (Podszebka et al.; Griffin). For example, a recent study found that the broader student population utilised lecture captions and transcripts in order to focus, retain information, and overcome poor audio quality (Linder). However, the same study revealed that students were largely unaware about the availability of captions and transcripts, nor how to access them.MethodologyIn 2016 students in the Curtin University unit Web Communications (an introductory unit for the Internet Communications major) and its complementary first year unit, Internet and Everyday Life, along with a second year unit, Web Media, were provided with access to closed captions for their online recorded lectures. The latter unit was added to the study serendipitously when its lectures were required to be captioned through a request from the Curtin Disability Office during the study period. Recordings and captions were created using the existing captioning system available through Curtin’s lecture recording platform—Echo360. As well as providing a written caption of what is being said during the lectures, this system also offers a sophisticated search functionality, as well as access to a total transcript of the lecture. The students were provided access to an online training module, developed specifically for this study, to explain the use of this system.Enrolled Curtin students, both on-campus and online, Open Universities Australia (OUA) students studying through Curtin online, teaching staff, and disability officers were then invited to participate in a survey and interviews. The study sought to gain insights into students’ use of both recorded lectures and captioned video at the time of the survey, and their anticipated future usage of these services (see Kent et al.).A total of 50 students—of 539 enrolled across the different instances of the three units—completed the survey. In addition, five follow-up interviews with students, teaching staff, and disability support staff were conducted once the surveys had been completed. Staff interviewed included tutors and unit coordinators who taught and supervised units in which the lecture captions were provided. The interviews assessed the awareness, use, and perceived validity of the captions system in the context of both learning and teaching.ResultsA number of different questions were asked regarding students’ demographics, their engagement with online unit materials, including recorded lectures, their awareness of Echo360’s lecture captions, as well as its additional features, their perceived value of online captions for their studies, and the future significance of captions in a university context.Of the 50 participants in the survey, only six identified themselves as a person with a disability—almost 90 per cent did not identify as disabled. Additionally, 45 of the 50 participants identified English as their primary language. Only one student identified as a person with both a disability and coming from a NESB.Engagement with Online Unit Materials and Recorded LecturesThe survey results provide insight into the ways in which participants interact with the Echo360 lecture system. Over 90 per cent of students had accessed the recorded lectures via the Echo360 system. While this might not seem notable at first, given such materials are essential elements of the units surveyed, the level of repeated engagement seen in these results is important because it indicates the extent to which students are revising the same material multiple times—a practice that captions are designed to facilitate and assist. For instance, one lecture was recorded per week for each unit surveyed, and most respondents (70 per cent) were viewing these lectures at least once or twice a week, while 10 per cent were viewing the lectures multiple times a week. Over half of the students surveyed reported viewing the same lecture more than once. Out these participants, 19 (or 73 per cent) had viewed a lecture twice and 23 per cent had viewed it three times or more. This illustrates that frequent revision is taking place, as students watch the same lecture repeatedly to absorb and clarify its contents. This frequency of repeated engagement with recorded unit materials—lectures in particular—indicates that students were making online engagement and revision a key element of their learning process.Awareness of the Echo360 Lecture Captions and Additional FeaturesHowever, while students were highly engaged with both the online learning material and the recorded lectures, there was less awareness of the availability of the captioning system—only 34 per cent of students indicated they were aware of having access to captions. The survey also asked students whether or not they had used additional features of the Echo360 captioning system such as the search function and downloadable lecture transcripts. Survey results confirm that these features were being used; however, responses indicated that only a minority of students using the captions system used these features, with 28 per cent using the search function and 33 per cent making use of the transcripts. These results can be seen as an indication that additional features were useful for revision, albeit for the minority of students who used them. A Curtin disability advisor noted in their interview that:transcripts are particularly useful in addition to captions as they allow the user to quickly skim the material rather than sit through a whole lecture. Transcripts also allow translation into other languages, highlighting text and other features that make the content more accessible.Teaching staff were positive about these features and suggested that providing transcripts saved time for tutors who are often approached to provide these to individual students:I typically receive requests for lecture transcripts at the commencement of each study period. In SP3 [during this study] I did not receive any requests.I feel that lecture transcripts would be particularly useful as this is the most common request I receive from students, especially those with disabilities.I think transcripts and keyword searching would likely be useful to many students who access lectures through recordings (or who access recordings even after attending the lecture in person).However, the one student who was interviewed preferred the keyword search feature, although they expressed interest in transcripts as well:I used the captions keyword search. I think I would like to use the lecture transcript as well but I did not use that in this unit.In summary, while not all students made use of Echo360’s additional features for captions, those who did access them did so frequently, indicating that these are potentially useful learning tools.Value of CaptionsOf the students who were aware of the captions, 63 per cent found them useful for engaging with the lecture material. According to one of the students:[captions] made a big difference to me in terms on understanding and retaining what was said in the lectures. I am not sure that many students would realise this unless they actually used the captions…I found it much easier to follow what was being said in the recorded lectures and I also found that they helped stay focussed and not become distracted from the lecture.It is notable that the improvements described above do not involve assistance with hearing or language issues, but the extent to which captions improve a more general learning experience. This participant identified themselves as a native English speaker with no disabilities, yet the captions still made a “big difference” in their ability to follow, understand, focus on, and retain information drawn from the lectures.However, while over 60 per cent of students who used the captions reported they found them useful, it was difficult to get more detailed feedback on precisely how and why. Only 52.6 per cent reported actually using them when accessing the lectures, and a relatively small number reported taking advantage of the search and transcripts features available through the Echo360 system. Exactly how they were being used and what role they play in student learning is therefore an area to pursue in future research, as it will assist in breaking down the benefits of captions for all learners.Teaching staff also reported the difficulty in assessing the full value of captions—one teacher interviewed explained that the impact of captions was hard to monitor quantitatively during regular teaching:it is difficult enough to track who listens to lectures at all, let alone who might be using the captions, or have found these helpful. I would like to think that not only those with hearing impairments, but also ESL students and even people who find listening to and taking in the recording difficult for other reasons, might have benefitted.Some teaching staff, however, did note positive feedback from students:one student has given me positive feedback via comments on the [discussion board].one has reported that it helps with retention and with times when speech is soft or garbled. I suspect it helps mediate my accent and pitch!While 60 per cent claiming captions were useful is a solid majority, it is notable that some participants skipped this question. As discussed above, survey answers indicate that this was because these 37 students did not think they had access to captions in their units.Future SignificanceOverall, these results indicate that while captions can provide a benefit to students’ engagement with online lecture learning material, there is a need for more direct and ongoing information sharing to ensure both students and teaching staff are fully aware of captions and how to use them. Technical issues—such as the time delay in captions being uploaded—potentially dissuade students from using this facility, so improving the speed and reliability of this tool could increase the number of learners keen to use it. All staff interviewed agreed that implementing captions for all lectures would be beneficial for everyone:any technology that can assist in making lectures more accessible is useful, particularly in OUA [online] courses.it would be a good example of Universal Design as it would make the lecture content more accessible for students with disabilities as well as students with other equity needs.YES—it benefits all students. I personally find that I understand and my attention is held more by captioned content.it certainly makes my role easier as it allows effective access to recorded lectures. Captioning allows full access as every word is accessible as opposed to note taking which is not verbatim.DiscussionThe results of this research indicate that captions—and their additional features—available through the Echo360 captions system are an aid to student learning. However, there are significant challenges to be addressed to make students aware of these features and their potential benefits.This study has shown that in a cohort of primarily English speaking students without disabilities, over 60 per cent found captions a useful addition to recorded lectures. This suggests that the implementation of captions for all recorded lectures would have widespread benefits for all learners, not only those with hearing or language difficulties. However, at present, only “eligible” students who approach the disability office would be considered for this service, usually students who are D/deaf or hard of hearing. Yet it can be argued that these benefits—and challenges—could also extend to other groups that are might traditionally have been seen to benefit from the use of captions such as students with other disabilities or those from a NESB.However, again, a lack of awareness of the training module meant that this potential cohort did not benefit from this trial. In this study, none of the students who identified as having a disability or coming from a NESB indicated that they had access to the training module. Further, five of the six students with disabilities reported that they did not have access to the captions system and, similarly, only two of the five NESB students. Despite these low numbers, all the students who were part of these two groups and who did access the captions system did find it useful.It can therefore be seen that the main challenge for teaching staff is to ensure all students are aware of captions and can access them easily. One option for reducing the need for training or further instructions might be having captions always ON by default. This means students could incorporate them into their study experience without having to take direct action or, equally, could simply choose to switch them off.There are also a few potential teething issues with implementing captions universally that need to be noted, as staff expressed some concerns regarding how this might alter the teaching and learning experience. For example:because the captioning is once-off, it means I can’t re-record the lectures where there was a failure in technology as the new versions would not be captioned.a bit cautious about the transcript as there may be problems with students copying that content and also with not viewing the lectures thinking the transcripts are sufficient.Despite these concerns, the survey results and interviews support the previous findings showing that lecture captions have the potential to benefit all learners, enhancing each student’s existing capabilities. As one staff member put it:in the main I just feel [captions are] important for accessibility and equity in general. Why should people have to request captions? Recorded lecture content should be available to all students, in whatever way they find it most easy (or possible) to engage.Follow-up from students at the end of the study further supported this. As one student noted in an email at the start of 2017:hi all, in one of my units last semester we were lucky enough to have captions on the recorded lectures. They were immensely helpful for a number of reasons. I really hope they might become available to us in this unit.ConclusionsWhen this project set out to investigate the ways diverse groups of students could utilise captioned lectures if they were offered it as a mainstream learning tool rather than a feature only disabled students could request, existing research suggested that many accommodations designed to assist students with disabilities actually benefit the entire cohort. The results of the survey confirmed this was also the case for captioning.However, currently, lecture captions are typically utilised in Australian higher education settings—including Curtin—only as an assistive technology for students with disabilities, particularly students who are D/deaf or hard of hearing. In these circumstances, the student must undertake a lengthy process months in advance to ensure timely access to essential captioned material. Mainstreaming the provision of captions and transcripts for online lectures would greatly increase the accessibility of online learning—removing these barriers allows education providers to harness the broad potential of captioning technology. Indeed, ensuring that captions were available “by default” would benefit the educational outcomes and self-determination of the wide range of students who could benefit from this technology.Lecture captioning and transcription is increasingly cost-effective, given technological developments in speech-to-text or automatic speech recognition software, and the increasing re-use of content across different iterations of a unit in online higher education courses. At the same time, international trends in online education—not least the rapidly evolving interpretations of international legislation—provide new incentives for educational providers to begin addressing accessibility shortcomings by incorporating captions and transcripts into the basic materials of a course.Finally, an understanding of the diverse benefits of lecture captions and transcripts needs to be shared widely amongst higher education providers, researchers, teaching staff, and students to ensure the potential of this technology is accessed and used effectively. Understanding who can benefit from captions, and how they benefit, is a necessary step in encouraging greater use of such technology, and thereby enhancing students’ learning opportunities.AcknowledgementsThis research was funded by the Curtin University Teaching Excellence Development Fund. Natalie Latter and Kai-ti Kao provided vital research assistance. 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Accessibilitat i traducció audiovisual (Audiovisual Accessibility and Translation, in English) by Anna Matamala (2019) is a book written in Catalan which delves into the possibilities of making the audiovisual experience complete for all consumers by modifying content. With the rise of audiovisual and virtual content in the communication media, many people with disabilities such as hearing loss or visual impairment are left behind in the most run-of-the-mill experiences, especially those containing aural and visual elements as they cannot fully participate in the imaginary construct created by the voices, images and sounds. This book not only intends to show how to accommodate films, series and TV programmes to the needs of the audience, namely the hard of hearing and the blind or partially blind, but it also provides a general overview of the job of the translator, including translation techniques, along with an analysis of media accessibility. Furthermore, the book proposes activities for the reader to reach their own conclusions and experience first-hand. In doing so, Matamala captures the reader’s attention and attains reader’s interaction and participation, making traditionally passive reading an active learning experience. Although this book covers the subject of translation, it is not only addressed to professional translators inasmuch as they are already acquainted with the information regarding translation techniques and professional aspects of the job. The audiences that, to my mind, would benefit from this book the most are translation teachers and students, due to its manual layout. Matamala has written and designed this book in a way that learning occurs gradually; that is to say, definitions and more general aspects of translation are presented and illustrated at the beginning of the book to culminate in the explanation of those techniques that cater for the consumers’ needs in order to accommodate content. The aim of content accommodation is to maximise the audiovisual experience in people with disabilities, namely subtitles, visual description or audio subtitling among others, in order to approach audiovisual content to them.