Affective States Arising from the Removal of Captioning Support in EFL Multimedia Environments

Abstract

This study explores affective states resulting from the removal or absence of captioning support in movies for the instruction of English as a foreign language listening comprehension. It aims to provide evidence of different affective states, which arise from the removal of this support, according to levels of proficiency. Prior knowledge of these states may enable EFL instructors and course designers to weigh the costs of exposing learners to this support and prepare learners for possible negative effects, avoiding any negative emotions, which may affect learning.