Exploring the Effectiveness of Captioned and Non-Captioned Video Homework Assignments on Second Language Phonological Acquisition

Video Arts & Humanities 2025 Graduate Exhibition

Presentation by Carolin Jolitz

Exhibition Number 513

Abstract

Phonological acquisition in second language (L2) learning presents challenges, particularly when learners encounter sounds that exist in both their first and second language but are pronounced differently. These incongruent grapheme-phoneme correspondences (GPCs) can interfere with pronunciation and perception, yet research on effective instructional methods remains limited. This study examines the role of captioned and non-captioned videos in supporting pronunciation learning among beginner L2 German learners. Over five weeks, 51 first-semester German learners at two U.S. universities completed six interactive video assignments on the educational platform EdPuzzle. Classes were randomly assigned to a captioned (CG) or non-captioned (NCG) video group. Both groups engaged in structured dual-viewing activities, first focusing on content comprehension and then on pronunciation, with interactive questions guiding their attention to target pronunciation features. Post-viewing, learners recorded themselves reading aloud and compared their pronunciation to a native speaker. Perception and production skills were assessed in weeks two, eight, and thirteen using a word-audio matching task, a word-reading task, and a sentence-reading task. Comprehensibility ratings from 13 native German speakers shed light on learners’ pronunciation gains. Results showed significant improvements in both groups, with no major differences between CG and NCG. Learners in both groups reported increased confidence in both their production and perception following the intervention. They particularly emphasized the value of listening to L1 German speakers in real-world contexts. This study highlights interactive audiovisual assignments as an effective pedagogical approach for pronunciation instruction, offering insights into how L2 learners can overcome L1 orthographic interference through structured audiovisual input.

Importance

This research addresses key challenges in second language (L2) pronunciation instruction by examining how audiovisual materials can enhance L2 pronunciation learning. Many L2 learners struggle with pronunciation due to interference from their first language orthography and sounds that exist in both languages but are pronounced differently (Hayes-Harb & Barrios, 2021). However, research on effective instructional methods to mitigate orthographic interference remains scarce. By investigating the effectiveness of captioned and non-captioned videos, this study offers practical insights for language instructors seeking to enhance pronunciation instruction through technology-driven methods. The findings highlight the benefits of structured video assignments in improving learners’ perception and production. This research informs L2 curriculum design and contributes to broader discussions on integrating audiovisual tools into L2 instruction.

DEI Statement

Oral participation in the L2 classroom can be very stressful for students who fear making pronunciation mistakes in front of peers, leading to disengagement and reduced learning opportunities. By incorporating video-based homework assignments, this study provides a low-stakes environment where learners can practice pronunciation independently and at their own pace. By shifting pronunciation practice outside the classroom and leveraging audiovisual input as a scaffold, this research supports diverse learning needs, fosters linguistic accessibility, and helps students develop confidence in spoken communication. Captions further enhance accessibility and provide crucial support by helping learners map written words to their spoken forms, benefiting learners who rely on visual input for (auditory) language processing.