Educational subtitling : perceived value, student viewing patterns, plain english, and multilingual initiatives in Higher Education

Abstract

This study explores the multifaceted aspects of educational subtitling in higher education, focusing on its perceived value, student viewing patterns, the use of plain English, and its application in multilingual initiatives. Educational subtitling has gained recognition as a valuable tool for enhancing learning experiences and improving accessibility for diverse student populations. The study investigates the perceived value of subtitling among students and instructors, examining its impact on comprehension, engagement, and overall learning outcomes. Furthermore, it explores the viewing patterns of students in relation to subtitled educational content, analysing factors such as gaze duration, recall, and preferred viewing language.

In addition, the study investigates the effectiveness of plain English in educational subtitling, addressing the challenges and benefits of using simplified language to promote better comprehension. The study explores how plain English subtitling can contribute to inclusive education. Moreover, the study explores the implementation of multilingual initiatives in educational subtitling, examining the potential of providing subtitles in multiple languages to cater to diverse student populations and promote language learning. The study further explores how selected South African universities employ subtitling and other technological innovations to promote multilingualism in keeping with the 2020 language policy of the Department of Higher Education and Training (DHET).

In terms of its contribution, the study has the potential to enrich existing research by offering empirical data and insights that can inform educational practices, instructional design, language learning strategies, and accessibility initiatives. It contributes to the ongoing discourse on how technology and language resources can improve education, especially in specialised fields, and addresses the diverse linguistic needs of students in higher education. Additionally, the case study approach used offers a context-specific perspective that can enhance the practical relevance of the findings to educators, administrators, and policymakers in the field of education. The case study used in this research is based on students at the University of Pretoria (UP) and its new language development implementation plan, and the study therefore gives insight into the use of subtitles at UP, specifically.

To conduct this research, a case study approach is employed, involving questionnaires, focus group interviews, document reviews and analysis of viewing patterns. This case study is university-specific and is based specifically on findings from students at UP. The data collected from students provide insights into the perceived value of educational subtitling, the factors influencing viewing patterns, and the efficacy of plain English and multilingual initiatives. The findings of this study contribute to a deeper understanding of the role of educational subtitling in higher education and provide practical recommendations for its effective integration into teaching and learning environments.