A Qualitative Study of Closed Captions in English Language Teaching (ELT) YouTube Videos

• Main Authors: Hernandez, Queenie Mae G., Nacionales, Monica Louise G., Vizconde, Camilla J.
• Format: text
• Published: Animo Repository 2024
• Subjects: YouTube videos; closed captions; Universal Design for Learning; 6 Principles of Exemplary Teaching of English Language Learners; D/deaf learners.; Education; Instructional Media Design; Language and Literacy Education
• Online Access: https://animorepository.dlsu.edu.ph/jeal/vol3/iss1/6; https://animorepository.dlsu.edu.ph/context/jeal/article/1095/viewcontent/5vizconde.pdf
• Institution: De La Salle University

The COVID-19 pandemic reinforced online learning of English using YouTube as a viewing material in the Philippines. Using an adapted checklist evaluation, the study assessed the closed caption (CC) quality of forty-eight (48) YouTube videos dedicated to English language teaching and learning by Filipino content creators from 2020 to 2022. Findings show Filipino-made ELT videos only used auto-generated captions, which affected the accessibility of the materials, especially for D/deaf learners. Multiple discrepancies were noted in the accuracy of the captions due to their automated properties, namely in grammar and vocabulary, which hinder learning for those who use closed captions regularly. Auto-generated captions cannot be an eligible alternative medium of representation due to their lack of structure and inclusion since only learners with hearing ability could utilize such features. Thus, the quality of closed captions for the ELT videos was not up to the standards of UDL, the third principle of Exemplary Teaching of English Language Learners, and other captioning guidelines. The Closed Caption Law in the Philippines should assess the possibility of including education to enforce closed captions in their video materials. Educational institutions should also consider providing support to improve the captioning process and ease video material development for teachers.