The impact of subtitles and transcripts in disciplinary videos for EAL learners

Abstract

Existing research on instructional videos primarily explores subtitles and transcripts in vocabulary and listening comprehension for English as an Additional Language (EAL) learners, with limited focus on content and language integrated learning (CLIL). This pilot case study investigates how these tools mediate postgraduate EAL learners’ mathematics learning, spotlighting their video consumption approaches and thinking processes. Findings from video-stimulated recall (VSR) and semi-structured interviews highlight the distinct advantages of both transcripts and subtitles in facilitating CLIL. While transcripts provide a robust textual reference, enabling learners to navigate through complex mathematical concepts efficiently, bilingual subtitles foster translanguaging and crosslinguistic strategies, empowering learners to leverage their full linguistic and cognitive repertoire for understanding mathematical concepts. Our findings enhance and refine existing knowledge of video designs, highlighting the crucial, complementary roles of subtitles and transcripts for EAL learners, with implications for developing and implementing instructional videos, endorsing strategic use of both tools to accommodate varied learning needs.