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All Journal Didactica : Jurnal Kajian Pendidikan dan Pembelajaran Educare : Jurnal Penelitian Pendidikan dan Pembelajaran
Milliard, Mallaury
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Education Languange, Linguistic, Communication & Media Mathematics Other

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From Screen to Speech: Exploring EFL Students’ Beliefs About the Role of Bimodal Subtitles in Speaking Practice Muzammil, Lasim; Andy, Andy; Liskinasih, Ayu; Milliard, Mallaury
Educare : Jurnal Penelitian Pendidikan dan Pembelajaran Vol. 5 No. 1 (2025): Volume 5 Nomor 1
Publisher : Actual Insight

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56393/educare.v5i1.3095

Abstract

This study explores English language learners’ perceptions of bimodal subtitles‒simultaneous audio and text in the same language‒as a tool for developing speaking skills. While previous research has predominantly focused on the benefits of subtitles for receptive skills such as listening and vocabulary acquisition, limited attention has been paid to their influence on productive skills like speaking. Adopting a qualitative approach, this study gathers learner insights (N=62) through structured surveys and open-ended responses to examine how subtitled audiovisual materials shape learners’ confidence, pronunciation accuracy, and fluency. Five open-ended questions were grouped into thirty-six thematic EFLs’ responses (N = 532). Findings reveal that learners perceive bimodal subtitles as beneficial in enhancing speech production by offering real-time lexical and phonological reinforcement. Participants also reported an increase in their confidence when practicing spoken English. These perceptions align with prior research on multimodal learning and suggest that bimodal subtitles can be an accessible and effective scaffolding tool in language instruction. The study advocates for greater integration of subtitled media in pedagogical design, particularly in online and self-directed learning environments.
Real-Time ASR Transcription as Cognitive Scaffolding: Enhancing Intelligibility of Indonesian-Accented English in ELF Communication Andy, Andy; Muzammil, Lasim; Milliard, Mallaury
Didactica : Jurnal Kajian Pendidikan dan Pembelajaran Vol. 6 No. 1 (2026): Volume 6 Nomor 1 Tahun 2026
Publisher : Actual Insight

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56393/didactica.v6i1.3820

Abstract

English as a Lingua Franca (ELF) communication prioritizes intelligibility over native-like accuracy among speakers with diverse linguistic backgrounds. This mixed-methods study examines whether real-time automatic speech recognition (ASR) transcription enhances the intelligibility of Indonesian-accented English (IAE) in ELF contexts. Data were collected from Universitas PGRI Kanjuruhan Malang students through pre- and post-intelligibility transcription tasks, completed with and without Google Live Transcribe, as well as questionnaires and semi-structured interviews. Quantitative results revealed a statistically significant improvement in listener intelligibility when ASR support was available, particularly for low-frequency vocabulary, technical terms, and sentence-final elements, alongside reduced performance variability. Qualitative findings indicated positive user perceptions of real-time transcription as accessible, user-friendly, and supportive of comprehension and communicative confidence, despite occasional transcription errors. Overall, the findings suggest that real-time ASR transcription functions as cognitive scaffolding that mitigates accent-related processing challenges in ELF communication. This study contributes to ELF and CALL literature by providing empirical evidence that ASR-mediated interaction functions as cognitive scaffolding, supporting listener intelligibility in multilingual English use, particularly in the processing of low-frequency vocabulary, technical terms, and sentence-final elements.
Co-Authors Andy Andy Ayu Liskinasih Lasim Muzammil