student-perceptions
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- PaperBritish Journal of Educational Technology13 May 2026
Correcting automatically generated closed captions for online learning materials does not improve student learning outcomes (although students believe it does)
Peter J. Allen, Polly Barr, Kristopher G. Magee, Imogen van Jaarsveldt et al.
A block-randomized experiment with 144 undergraduate students compared learning outcomes from lecture capture recordings with uncorrected, corrected, or no captions. Quiz performance showed trivial differences across conditions, indicating that correcting auto-generated captions does not improve learning. Students self-reported benefits from captions and preferred corrected ones, though they did not always notice the difference.
Original abstract
Lecture capture is ubiquitous in higher education. Lecture capture recordings are typically accompanied by automatically generated closed captions that are sometimes corrected by humans. Students self‐report that they benefit from captions, and particularly human‐corrected captions. However, multimedia learning research suggests that simultaneous spoken and written information impairs learning. Experimental tests of the pedagogic benefits of captions in authentic higher education learning contexts are sparse. Consequently, we block randomised 144 undergraduate psychology students to 12 sets of lecture capture recordings with uncorrected, corrected or no captions then assessed their understanding of these materials with 12 quizzes. Our pre‐registered analyses indicated that the differences between conditions were trivial ( M η 2 = 0.01; | M | δ = 0.12) and that the captioning conditions to which students were randomised did not influence their quiz performance. Follow‐up surveys re‐confirmed that students believe captions are beneficial for multiple reasons (eg, improved comprehension and focus; study efficiency; accessibility), and prefer corrected over uncorrected captions, even though they do not always notice the difference. As they do not impair learning, do meet accessibility requirements and are valued by students, automatically generated captions should be used routinely. However, correcting them may not reflect an optimal use of resources. Practitioner notes What is already known about this topic Closed captions are widely used by young people, who self‐report that they benefit from captions on lecture capture recordings. Multimedia learning research indicates that simultaneous spoken and written information can impair learning. Little is known about the pedagogic benefits of captions in authentic higher education learning contexts. Even less is known about the consequences of small but regular errors in automatically generated captions, despite the widespread use of such captions in higher education. What this paper adds We randomised students to 12 sets of lecture capture recordings with uncorrected, corrected or no captions, then assessed their learning with 12 quizzes. The captioning manipulation did not influence quiz performance. Students self‐reported that captions are beneficial and preferred corrected over uncorrected captions, even though they did not always notice the difference. Implications for practice and/or policy Captions help universities meet accessibility guidelines and are valued by students. Automatically generated captions should be used routinely. Manually correcting them may not reflect a good use of resources.
- PaperDOAJ — ELT & TESOL1 May 2023
Corrective oral feedback on students’ errors in speaking courses
Anis Firdatul Rochma
The study examined corrective oral feedback in speaking courses, finding that lecturers used varying lengths and forms of feedback while students preferred certain types. It recommends teachers select errors to correct and choose appropriate feedback strategies.
Original abstract
It is considered essential to improve students' speaking abilities in order to communicate in English. Unfortunately, students face a variety of difficulties in acquiring their speaking skills. Despite the fact that corrective feedback is claimed to have an influence on students' performance, particularly in speaking courses, research focused explicitly on the perceptions of students and lecturers on corrective feedback in speaking courses is still rare. Employing descriptive study including observation and survey methods, the findings revealed three results: the length of oral corrective feedback given by the lecturer, the forms of oral corrective feedback offered by lecturer in speaking courses, and the types of oral corrective feedback most desired by students during speaking courses particularly students taking courses of Speaking for Social Intercultural Communication and Speaking for Academic Purposes. The present study indicates that the teachers should be able to recognize which errors to correct and which sorts of corrective feedback to employ in their speaking classes.