科技的發展以及視聽教材的出現已經創造出許多幫助第二語言學習的平台。這些平台，例如YouTube, Ted Talk, VoiceTube等，漸漸在第二語言教室中出現並提供學生真實語料輸入，特別是字幕影片。但是，字幕的教學價值還是被語言教學者疏忽，而科技輔助語言學習相關活動是否能夠幫助學生單字學習以及聽力理解還需要探討。本研究主要目的為調查透過VoiceTube平台播放字幕影片對台灣英語學習者單字學習以及聽力理解之影響。此外，此研究也會檢視學生語言能力以及VoiceTube練習的關聯性。最後，本研究也探討學習者對於此VoiceTube學習活動的態度。
本研究受測對象為60名來自北台灣某所國中的七年級學生，研究工具包括全民英檢初級聽力測驗、單字測驗、問卷以及半結構性訪談。在實驗過程的三個月內，受測者完成聽力和單字的前測及後測，還有一個透過VoiceTube觀賞卡通字幕影片的學習活動。實驗結束之後，受測者再完成問卷以了解他們對於VoiceTube學習的觀感，最後挑選出12名受測者進行訪談。
研究結果顯示VoiceTube學習可以幫助學生學習英文單字以及聽力，特別是聽力能力高的學生透過影片學習之後所得的分數較高。根據訪談結果，聽力能力低者在影片理解以及單字學習上比較依賴字幕。從整體看來，受測者對於透過VoiceTube英語學習活動持正面的態度。總結來說，本研究建議卡通字幕影片對於英語學習者在單字以及聽力是有幫助的，另外，VoiceTube平台也提供英語學習者比較輕鬆方便的學習環境。

The development of technology and the emergence of audiovisual material have created some platforms for improving second language (L2) learning. These platforms ( e.g., YouTube, Ted Talk, VoiceTube, etc.) are increasingly used in L2 classrooms and provide learners with authentic input sources, especially captioned/subtitled videos. However, the value of captioning and subtitling as language teaching strategy is undervalued by language instructors, and it is still unclear whether Technology Enhanced Language Learning (TELL) activities help Taiwanese L2 learners improve listening comprehension and vocabulary acquisition. The current study aims to investigate whether Taiwanese English learners acquire vocabulary and improve listening comprehension from captioned/subtitled videos through VoiceTube practice. In addition, this study explores the relationship between learners’ proficiency levels and the VoiceTube practice. Learners’ attitudes toward VoiceTube practice is also examined.
A total of 60 EFL students from a junior high school in northern Taiwan participated in this study. Four instruments were adopted in the study, including the mock basic GEPT listening tests, vocabulary tests, questionnaires and a semi-structured interview. Before the experiment, all the participants took the GEPT listening test and vocabulary test to know their proficiency levels. A series of twenty-eight cartoon video clips were selected from VoiceTube. The experiment was conducted for three months, For each week, participants watched two episodes of the cartoon videos before the English class. After the experiment, participants completed the questionnaires to see their perspectives toward VoiceTube practice. Finally, twelve participants were chosen to join the semi-structured interview to elicit specific information.
The study results show that vocabulary acquisition occurred with statistical significance in VoiceTube practice, and the participants’ listening comprehension improved significantly. Especially students with high listening proficiency could gain more vocabularies and listening comprehension through this kind of video-based instruction than students with low listening proficiency did. In addition, some interviewees from low listening proficiency stated that captions/subtitles helped them a lot with the comprehension of the content and vocabulary acquisition. In general, participants had positive attitudes toward the VoiceTube activity. With empirical evidence, the study suggests that the captioned/subtitled cartoon video clips be considered beneficial to facilitate EFL vocabulary acquisition and listening comprehension. Moreover, VoiceTube practice can help create a relaxing and convenient learning environment in formal EFL learning contexts.

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