The role of Closed Caption on Listening Comprehension Skill at IMC دور Closed Caption في تنمية مهارة فهم المسموع لدى الطالبات بجامعة الراية
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Abstract
As reliance on online learning increases, supporting digital tools have become a key factor in improving students’ language comprehension. This study aims to examine the role of closed caption in developing listening comprehension skills among fifth-year female students at Muslim Cendekia Insitute in online learning via the Google Meet platform. The researchers employed a quantitative approach with a descriptive-correlational design, in which data were collected via a questionnaire distributed to 47 female students from the Department of Arabic Language Education. The research instrument consisted of eleven questions to measure the use of closed captions and listening comprehension skills. The data was analyzed using Microsoft Excel’s Data Analysis feature through validity and reliability tests, as well as simple linear regression analysis. The results indicate that the use of closed captions plays a positive and statistically significant role in the development of listening comprehension skills. This is supported by the validity and reliability results of all questionnaire items, where the Cronbach’s alpha coefficient reached 0.820 for the independent variable and 0.897 for the dependent variable. The coefficient of determination reached 0.372, indicating that the use of closed captions contributes 37.2% to the development of listening comprehension skills, while the remainder is influenced by other factors. Based on this, closed captions can be considered an effective learning tool for supporting listening skills in Arabic within a digital learning environment. This feature can be more widely implemented in Arabic language instruction through digital platforms, given its impact in helping students improve their concentration and listening comprehension more effectively.
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