Investigates the way in which the subtitling task affects vocabulary learning of the foreign language students at Kocaeli

University. Researchers propose an innovative method in using a process-oriented vocabulary knowledge scale instead of using
traditional testing as multiple-choice. They mentions previous research regarding the positive impact of turning the English
caption on when watching movies and TV. Specifically, this usage is considered as an effective way for improving facilitating
language skills such as listening and reading skills of the learners who are studying either as a second language or as a foreign
language. In Turkey, learning English via watching videos or subtitle movies on TV is seen to be an expensive way because
people need to pay for some channels as they are broadcasted via satellites. As a consequence, the context of the Turkish in
learning a new language, for example, English, does not have any facilities for language learners to find English subtitled movies.
120 students studying at Kocaeli University are recruited for this study. In order to have a better understanding of the students'
competencies in the proficiency survey, the participants were selected from different fields such as Education, Finance or
Journalism. The observed difference between group of students using subtitles and non-subtitles in this study is not significant.
However, after analyzing the figures of four tables, the average scores of the caption group are high in comparison with the result
of the other one. In conclusion,

the author claims that students both in the caption and non-caption groups have enhanced considerably in terms of vocabulary
knowledge after finishing the test.

….

However, research has consistently shown that these students lack …

Overall, the findings of this study do not only examine the impact of using subtitled on learners’ vocabulary
development but also benefit the teachers who use subtitled clips as the materials teaching.

This article illustrates the influences created by varied formats of testing, including CBT and PBT, to students’ performances and
accomplishment times. With the two different targets, the authors created two experimentations to collect data. Particularly, the
first one was to find out the difference in students’ performance between taking CBT and PBT, and the rest was to examine the
distinction in times of accomplishment among varied ways of showing and requirements of navigating questions. In the first
experimentation, there were 55 participants who were registered educational psychology course, and have previous experience
with taking CBT were sampled and divided into two groups of taking CBT and PBT. In terms of the tests, two 30 multiple-
choice-item tests was designed in paper and computerized versions by using the same items as well as items order in each one.
About condition of two testing modalities, PBT presented as normal one occurring in classroom, whereas CBT had some
requirements that students could not return or modify their answers after moving to next item. The two tests were occurred in two
different weeks, and the group taking CBT in the first test would switch to the PBT in the next time. After a process of analyzing
data, they stated that there was no effect from testing format toward students’ performances, but a distinction in completion times
was explored that students spent more time on doing PBT than CBT. In terms of the second experiments, a total of 58 students of
the same course, but in another section were selected, and dispensed into three groups with different conditions for taking CBT.
In that, the first group were distributed a test presenting with all items on a page, and the interface of the rest two groups’ tests
showed items one by one, but one’s participant could return and modify their answer whereas the remain group could not. It took
a six-week period to finish the testing process of three groups, and after analyzing data, although they found no difference in
students’ scores, a dissimilarity in times of finishing test among groups was found which was considered that the more
accommodating the interface was, the slower students finish the test. With these finding, they said that teachers could consider to
choose the suitable software to computerize testing format without affecting test takers’ performances.