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Captioned video is widely used to enhance second language (L2) learners’ exposure to oral input beyond the classroom setting, and captioning has been found to provide an instantaneous, useful visual aid for parsing and understanding L2 oral discourse. Nevertheless, a meta-analysis has shown that captioning exerts a selective effect on L2 learners with different profiles. This study investigated whether L2 learners’ modality preferences (visual vs. auditory) and working memory capacity (high vs. low) would modulate the effect of full captions on L2 listening outcome. Results from 60 participants revealed that both cognitive variables affected their L2 listening to different extents. Notably, working memory capacity modulates the impact of L2 learners’ preferred modality on their listening outcome. Modality preference did not exert any significant impact on the listening outcome of L2 learners with lower working memory capacity. For L2 learners with high working memory capacity, their modality preference played a pivotal role in modulating their listening outcome; in this case, auditory learners had the best listening performance viewing the video without captions, whereas visual learners did best when watching the captioned video. These findings speak to the need for taking individual differences into consideration when employing captioned videos.

Existing research has established captions as effective second-language (L2) or foreign language (FL) listening comprehension aids. However, due to the transient nature of captions, not all learners are capable of attending to captions in all cases. Previous work posited that to leverage the impact of technologies in learning and instruction, a better understanding of the interplay between technology and cognition is warranted. In this vein, the current study set out to investigate the effects of four different caption modes (full vs. partial vs. real-time vs. control) on the listening comprehension of 95 high-intermediate Taiwanese learners of English as a foreign language (EFL) with different caption reliance (i.e. more-caption-reliant vs. less-caption-reliant). The results showed no significant difference between the participants’ listening comprehension outcomes under the four caption conditions when their caption reliance was not considered. However, when this was considered, the differences among the four caption conditions became salient, which was suggestive of the selective effect of captions on L2 learners with different caption reliance. While less-caption-reliant L2 learners had the best listening comprehension outcome under the partial-caption condition and the worst under the full-caption condition, more-caption-reliant L2 learners exhibited the best performance under the full-caption condition yet the worst under the partial-caption condition. The finding underscores the importance of considering L2 learners’ processing profiles when utilizing captioned videos as multimodal instructional/learning materials and speaks to the need of utilizing differentiated video materials for optimal listening outcomes.

This study set out to re-examine the effectiveness of study abroad programs in second language (L2) acquisition through a multi-level meta-analysis. Overall, 42 primary studies published between 1995 and 2019 were identified, and in total 283 effect sizes were meta-analysed. This study implemented a three-level random effects model to account for the clustered, mutually dependent effect sizes often nested in the primary studies of L2 study abroad research. The results indicated a medium-to-large effect ( g = 0.87) on study abroad language programs. Essentially, the featured moderators in general explained more heterogeneity variances at level 3 (i.e. the between-study level) than at level 2 (i.e. the within study level). For study abroad language learners, language acquisition is optimal when learners, in particular those of a lower proficiency level, take both formal and content-based language courses while living with host families. Learners’ age and pre-program training may not moderate the effectiveness of study abroad language programs. Importantly, this study further established that the length of study abroad programs are positively associated with learners’ language gains, but that an extended and prolonged domestic program does not necessarily lead to such gains. Research and pedagogical implications are further discussed based on the research findings.

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