To ensure smooth communication and collaboration, here are some troubleshooting tips to address common issues:
Check Internet Connection: Verify that you have a stable and reliable internet connection. Use a wired connection when possible, as it tends to be more stable than Wi-Fi. If using Wi-Fi, make sure you have a strong signal.
Update the Browser or App: Ensure that you are using the latest version of the web browser. Developers frequently release updates to address bugs and improve performance.
Clear Browser Cache: Sometimes, cached data can cause conflicts or issues. Clear the browser cache and cookies before joining the meeting.
Test Audio and Video: Before the meeting, check your microphone and camera to ensure they are working correctly. If you are a speaker, you can click on "Start Practice Session" button test to ensure audio and video devices are functioning.
Close Other Applications: Running multiple applications in the background can consume system resources and lead to performance issues. Close unnecessary apps to free up resources for the Dryfta meeting platform.
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Use Supported Browsers: Ensure you are using a browser supported by the meeting platform. Recommended browsers: Chrome, Firefox, Edge, and Brave.
Allow Necessary Permissions: Make sure the Dryfta meeting platform has the required permissions to access your microphone, camera, and other necessary features.
Disable VPN or Firewall: Sometimes, VPNs or firewalls can interfere with the connection to the meeting platform. Temporarily disable them and see if the issue persists.
Switch Devices: If possible, try joining the meeting from a different device to see if the problem is specific to one device.
Reduce Bandwidth Usage: In cases of slow or unstable internet connections, ask participants to disable video or share video selectively to reduce bandwidth consumption.
Update Drivers and Software: Ensure your operating system, audio drivers, and video drivers are up to date. Outdated drivers can cause compatibility issues with the Dryfta meeting platform.
Contact Support: If none of the above steps resolve the issue, reach out to the platform's support team. They can provide personalized assistance and troubleshoot specific problems.
By following these troubleshooting tips, you can tackle many common problems encountered on Dryfta meeting platform and have a more productive and seamless meeting experience.
20230718T131520230718T1615Europe/Amsterdam[SYMP60] Original version television and language learning: latest research and future challengesHybrid Session (onsite/online)AILA 2023 - 20th Anniversary Congress Lyon Editioncellule.congres@ens-lyon.fr
Listening hard or hardly listening? Insights from eye-tracking and stimulated recall on L2 learners’ noticing of pronunciation in L2 captioned videos with and without textual enhancement.
Oral Presentation[SYMP60] Original version television and language learning: latest research and future challenges01:15 PM - 04:15 PM (Europe/Amsterdam) 2023/07/18 11:15:00 UTC - 2024/07/18 14:15:00 UTC
While the number of studies on language learning with authentic audiovisual input has exponentially increased in recent years, research on pronunciation and L2 captioned video is scarce and has produced mixed findings (Montero Perez, 2022). In particular, the availability of verbatim captions may support speech segmentation and the mapping of auditory forms onto written forms, but a manipulation of the audiovisual input's properties may be necessary to increase the salience of specific phonemic features and promote pronunciation learning. This paper reports on a mixed-method small-scale study conducted within a larger project on intermediate learners' processing of authentic audiovisual input with and without pronunciation-focused input enhancement. We recorded the eye movements of 11 Spanish learners of English (age 15) as they watched two video clips from a TV series, in one of which regular past verb forms highlighted in captions in synchrony with their auditory onset. After the viewing, participants underwent stimulated recall, i.e., viewed their own eye gaze behavior and were asked to recall why they fixated or skipped some words or other areas of the screen. We pre- and post- tested regular past -ed pronunciation accuracy through a word reading task. An X-Lex measured participants' vocabulary size, and a questionnaire explored their English learning background and explicit knowledge of regular past pronunciation. The significantly longer fixations and reduced skipping of enhanced words pointed at the noticing of these words, although no gains were evident in terms of word reading performance. The stimulated recall data suggest that participants consciously tried (and not always managed) to avoid reading the captions, except when they struggled parsing and understanding speech or expected the speaker to deliver important information. Overall, processing efforts seemed mostly directed at making sense of content, rather than linguistic form (Van Patten, 2004). Students did notice the enhancement of past -ed verbs, but in terms of grammatical function rather than pronunciation. Our results suggest that combining caption enhancement with pre- and post-viewing activities, as well as explicit teaching, may be necessary to direct learners' attention to pronunciation during exposure to L2 captioned video. Further analyses will provide a more comprehensive picture of the factors at play in learners' auditory and visual processing of authentic L2 captioned video.
References: Montero Perez, M. (2022). Second or foreign language learning through watching audio-visual input and the role of on-screen text. Language Teaching,55(2), 163-192. VanPatten, B. (2004). Input processing in SLA. In B. VanPatten (Ed.), Processing instruction: Theory, research, and commentary (pp. 5–31). Mahwah, NJ: Lawrence Erlbaum.
Maximising the potential of L2 input for early L3 development: The case of plurilingual audiovisual input
Oral Presentation[SYMP60] Original version television and language learning: latest research and future challenges01:15 PM - 04:15 PM (Europe/Amsterdam) 2023/07/18 11:15:00 UTC - 2024/07/18 14:15:00 UTC
Research has consistently shown the positive effects of original version television for second language (L2) development (Montero Perez, 2022). However, mere exposure to audiovisual input is not sufficient for language learning to occur, given that processing audiovisual input requires a certain proficiency level - Danan (2004) suggests that an intermediate level is the necessary proficiency threshold. To date, the majority of audiovisual input studies have focused on high-intermediate proficiency students, and we lack research dedicated to beginner learners. Therefore, it remains an empirical question how audiovisual input could support lower proficiency level learners (pre A1-A2). One solution that audiovisual input researchers have been exploring is viewing with L2 audio but with subtitles in the viewers' L1 (e.g. Gesa & Miralpeix, 2022). Yet, this poses problems for teaching L2s other than English, as a large proportion of TV shows and films are originally in English, with English audio. Although one could work with English media dubbed into another L2, this may lack ecological validity. In this study we propose the use of plurilingual audiovisual input combining viewers' L2 English in the soundtrack, and an L3 target language in the subtitles to promote early acquisition from original version television. The present study is an ongoing experiment that completed pilot data collection in spring 2022, with the main data collection taking place in autumn 2022. Data for this study will be collected from Dutch university learners of Spanish (beginner level). The pre-/post-test design includes watching twelve full-length subtitled episodes (264 minutes) of an English comedy TV series with two groups: experimental and control (only tests). The experimental group, native speakers of any language other than English or Spanish with the majority being L1 Dutch, watches the episodes in English (the participants' L2) with the Spanish (L3) subtitles. The participants are beginner learners of Spanish in their first months of language instruction. The target items for this study are 50 lexical and multiword units that frequently appeared in the TV series, such as caja fuerte and congelado. The target items are tested by the Vocabulary Knowledge Scale (Wesche & Paribakht, 1996), also including distractors. The participants also complete Spanish (Lextale-Esp, Izura et al., 2014) and English (V_YesNo, Meara & Miralpeix, 2015) vocabulary size tests as indicators of their proficiency levels in the two languages. The participants watch the episodes over four sessions and are rewarded for participation. In their post-experimental interviews, the pilot study participants reported that they enjoyed the experience of watching in English with L3 subtitles. In addition, posttest results indicated an improvement in terms of vocabulary gains. In our presentation we will present the statistical analyses of the data collected in autumn 2022 of a larger group (N>30). Based on our findings, we will discuss how beginner learners could start exposing themselves to original version television even before they reach the necessary proficiency threshold. The results will also be discussed through the multilingual approaches to language learning and teaching (Cenoz & Gorter, 2021).
Watching a short film like the Dutchmen - The effects of different subtitling modes on vocabulary acquisition and content comprehension among learners of L3 Dutch in German schools
Oral Presentation[SYMP60] Original version television and language learning: latest research and future challenges01:15 PM - 04:15 PM (Europe/Amsterdam) 2023/07/18 11:15:00 UTC - 2024/07/18 14:15:00 UTC
Research has shown that different help options lead to an improvement of content comprehension and vocabulary acquisition during audiovisual input, such as subtitles (Mohsen 2016). Previous studies (see e.g. Montero Perez 2022) have mainly looked at English in combination with Romance languages for academic language learning, showing that language proximity is a relevant predictor for vocabulary learning (Puimège & Peters 2019) and thus the consideration of two languages from one language family seems interesting. It becomes even more relevant when one of these languages is learned as an additional foreign language after English, because the learners' plurilingualism can then be taken into account in audiovisual media (subtitling modes other than the learners' source or target language) (Muñoz-Basols 2019).
Taking the 'Dual Coding Theory' (Paivio 1990) and the 'Cognitive Theory of Multimedia Learning' (Mayer 2009) as a basis, the present quasi-experimental study zooms in on German secondary school learners of the closely related neighboring language Dutch, which they acquire as an additional foreign language after English. An intervention was conducted in regular Dutch courses with more than 300 learners of different language levels. All learners divided into the five subtitle conditions 1=without, 2=Dutch, 3=German, 4=English and 5=Dutch/German (dual) watched the 15-minute short film 'Spelletjesavond' with Dutch audio. Before and after the repeated film exposure, learners were presented a randomized vocabulary tasks to measure form recognition and meaning recognition/recall (similar to Peters & Webb 2018), as well as a content comprehension task (similar to Hayati & Mohmedi 2009). The general results so far show that both the control group (without subtitles) and the experimental groups (with subtitles) have significantly improved their vocabulary in Dutch and that the No- and Dutch-subtitles conditions are the least effective to comprehending the film content. In addition to the overall results, learner- (e.g., language level) and item-inherent factors (e.g., parts of speech; global/detail comprehension) also will be considered.
Hayati, A. & Mohmedi, F. (2009). The effect of films with and without subtitles on listening comprehension of EFL learners. British Journal of Educational Technology, 42(1), 181–192. Mayer, R.E. (2009). Multimedia Learning. Cambridge: Cambridge University Press. Mohsen, M. A. (2016). The use of help options in multimedia listening environments to aid language learning: A review. British Journal of Educational Technology, 47(6), 1232–1242. Montero Perez, M. (2022). Second or foreign language learning through watching audio-visual input and the role of on-screen text. Language Teaching, 55(2), 163–192. Muñoz-Basols, J. (2019). Going beyond the comfort zone: multilingualism, translation and mediation to foster plurilingual competence. Language, Culture and Curriculum, 32(3), 299–321. Paivio, A. (1990). Mental Representations: A dual coding approach. New York: Oxford University Press. Peters, E. & Webb, S. (2018). Incidental Vocabulary Acquisition through Viewing L2 Television and Factors that Affect Learning. Studies in Second Language Acquisition, 40(3), 551–577. Puimège, E. & Peters, E. (2019). Learners' English Vocabulary Knowledge Prior to Formal Instruction: The Role of Learner‐Related and Word‐Related Variables. Language Learning, 69(4), 943–977.
Presenters Lukas Urbanek Research Assistant / PhD Student, University Of Münster
Young EFL learners’ automatized-implicit knowledge and the impact of extramural Eng-lish and instruction
Oral Presentation[SYMP60] Original version television and language learning: latest research and future challenges01:15 PM - 04:15 PM (Europe/Amsterdam) 2023/07/18 11:15:00 UTC - 2024/07/18 14:15:00 UTC
It is widely acknowledged that highly automatized and implicit knowledge (henceforth automatized-implicit knowledge) should be aimed for in language teaching and learning. Automatized-implicit knowledge – rather than unautomatized explicit knowledge – allows learners to use language accurately and spontaneously (e.g. DeKeyser, 2017). Surprisingly, to my knowledge, no study has explored the differential (or complementary) effect of extramural, i.e. out-of-class, language use and instructed learning on the implicit-explicit knowledge continuum. To fill this gap, students aged 13-14 years in Austria and Sweden (N = 213) completed tests of automatized-implicit (oral narrative test, elicited imitation, aural and written timed grammaticality judgment tests) and explicit knowledge (untimed grammaticality judgment test, metalinguistic knowledge test). The findings point to interesting disparities between the more explicit vs. implicit learning environments in learners' development of automatized-implicit knowledge. For example, in linear mixed models, the effect of extramural English emerged as significantly positive only in the Swedish sample (p < .01), and most clearly so in terms of multimodal activities such as viewing videos, series, and films in English original version. Contrarily, in Austria, learning (still) seems to take place primarily in the classroom.
One of the main debates in second language acquisition research revolves around the relative significance of explicit and implicit learning conditions. However, it is widely acknowledged that highly automatized and implicit knowledge (henceforth automatized-implicit knowledge) should be aimed for in language teaching and learning. Automatized-implicit knowledge – rather than unautomatized explicit knowledge – allows learners to use language accurately and spontaneously (e.g. DeKeyser, 2017). Surprisingly, to my knowledge, no study has explored the differential (or complementary) effect of extramural, i.e. out-of-class, language use and instructed learning on the implicit-explicit knowledge continuum. Such research is sorely needed in light of the sharp increase of extramural English across Europe and beyond. To fill this gap, students aged 13-14 years in Austria and Sweden (N = 213) completed tests of automatized-implicit (oral narrative test, elicited imitation, aural and written timed grammaticality judgment tests) and explicit knowledge (untimed grammaticality judgment test, metalinguistic knowledge test). These countries were selected because they seem to differ in the more explicit vs. implicit learning environment they provide. Compared to Austria, the type of instruction lower secondary learners in Sweden receive appears to be more implicit (Schurz & Coumel, 2020) and extramural English use is more extensive. The lower levels of extramural English in Austria can be explained by the fact that audio tracks of foreign-language films and series screened on TV and online platforms like Netflix are usually replaced by German ones. In contrast, in Sweden, foreign-language audio tracks in audio-visuals are typically supplemented by Swedish subtitles rather than being dubbed in Swedish. In the present study, information on the participants' weekly use of extramural English and the type of instruction they experienced was collected through mixed-method learner and teacher surveys. The findings point to interesting disparities between the more explicit vs. implicit learning environments in learners' development of automatized-implicit knowledge. For example, in linear mixed models, the effect of extramural English emerged as significantly positive only in the Swedish sample (p < .01), and most clearly so in terms of multimodal activities such as viewing videos, series, and films in English original version. Contrarily, in Austria, learning (still) seems to take place primarily in the classroom. The apparent contextual differences in knowledge development are accounted for in a proposed theoretical model elaborating on DeKeyser's Skill Acquisition Theory (2015).
Presenters Alexandra Schurz Lecturer , University Of Teacher Education Of The Diocese Linz
Using captioned-videos with primary school EFL learners: L2 gains and viewing experiences
Oral Presentation[SYMP60] Original version television and language learning: latest research and future challenges01:15 PM - 04:15 PM (Europe/Amsterdam) 2023/07/18 11:15:00 UTC - 2024/07/18 14:15:00 UTC
It is widely known that most people enjoy movies and TV series. Yet, there is still a lot of work to do in order to integrate these materials in the educational system successfully and instruct L2 learners to use them outside the classroom more effectively (Webb, 2015). Therefore, an increasing number of investigations have been conducted in the last decade to explore the effects of audiovisual input on L2 learning and identify the factors that maximize the gains. Overall, the results have consistently shown that L2 learners benefit from viewing, and that the support of captions makes the input more accessible (Montero-Perez, 2022; Vanderplank, 2016). In addition, the simultaneous exposure to aural and written input has been found to facilitate decoding, allowing the viewers to devote greater attention to images (Pellicer-Sánchez, 2022). Yet, only a handful of studies on audiovisual input have tested the effects of extensive viewing sessions (e.g. Pujadas & Muñoz, 2019), and very little attention has been paid to primary school L2 learners in comparison with university and secondary school students (Montero Perez & Rodgers, 2019). Hence, this investigation attempted to fill the gaps in the literature by exploring the extent to which extensive captioned-video viewing (11 episodes) promoted L2 learning in six groups of EFL primary school students (n=120) from an input-limited context. The results revealed learners' statistically significant progress in all the measures administered for the purpose of this study: L2 vocabulary learning (written-word form recall and form-meaning mapping), L2 reading efficacy and L2 listening skills. In addition, to present a richer picture of learners' viewing experience, a semi-structured interview was conducted with three small sample groups (n=18 students) at the end of the intervention. The thematic analyses indicated that learners' viewing experience was enjoyable but challenging, especially for fourth graders due to their significantly lower L2 proficiency level. However, the participants also reported using their own strategies to cope with the input demands and fill their L2 knowledge gaps. Specifically, the synergy between audio, captions and imagery enhanced learners' viewing self-efficacy and encouraged them to stay on task.
Montero Perez, M. (2022). Second or foreign language learning through watching audio-visual input and the role of on-screen text. Language Teaching, 1-30.
Montero Perez, M., & Rodgers, M. (2019). Video and language learning. The Language Learning Journal, 47(4), 403-406.
Pellicer-Sánchez, A. (2022). Multimodal reading and second language learning. International Journal of Applied Linguistics, 172(1).
Pujadas, G. & Muñoz, C. (2019). Extensive viewing of captioned and subtitled TV series: a study of L2 vocabulary learning by adolescents. The Language Learning Journal, 47(4), 479-496.
Vanderplank, R. (2016). 'Effects of' and 'effects with' captions: How exactly does watching a TV programme with same-language subtitles make a difference to language learners? Language Teaching,49(2), 235–50.
Webb, S. (2015). Extensive viewing: Language learning through watching television. In D. Nunan & J. Richards (Eds.), Language learning beyond the classroom (pp. 159-168). New York: Routledge.
Presenters Daniela Avello Investigadora Predoctoral, University Of Barcelona Co-authors
Anastasia Pattemore
Marije Michel
Lukas Urbanek
Alexandra Schurz
Daniela Avello
