Language Learning Through Captioned Videos: Incidental Vocabulary Acquisition

Teng, Mark Feng

doi:10.31234/osf.io/ku3gb

Cited by 18 publications

(26 citation statements)

References 37 publications

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“…As Teng (2019b) explained, different results from viewing captioned videos may be due to learners' English proficiency, which influenced their noticing and attention. In addition, videos might include complex and incomprehensible language input, for which learners may need additional enhancement techniques to focus on key aspects of video input comprehension (Teng, 2020). Hence, captioned videos have the potential to enhance vocabulary learning, but certain underexplored enhancement techniques may need to be tested when stimulating learners' 'engagement' in language input comprehension (Schmitt, 2008, p. 338).…”

Section: Empirical Studies On Using Captions For Vocabulary Learningmentioning

confidence: 99%

“…This characteristic demonstrates the value of using an advance-organizer strategy, as the growing availability of multimedia technologies can result in more informative advance organizers. Presumably, learners can be oriented to multiple retrieval routes to language input and possibly achieve better vocabulary learning outcomes (Teng, 2020). Second, caution is warranted regarding the use of advance organizers.…”

Section: Empirical Studies On Using Advance-organizer Activities For ...mentioning

confidence: 99%

“…Learners' vocabulary level correlates to their vocabulary learning outcomes and provides a rough estimate of English proficiency (Teng, 2020). The Vocabulary Levels Test (VLT), developed by Schmitt, Schmitt, and Clapham (2001), was used in this study; the test measured learners' written receptive vocabulary knowledge at the 2,000-to 10,000-word level and was suitable for measuring learners' vocabulary size.…”

Section: Vocabulary Knowledge Testmentioning

confidence: 99%

“…Among multimedia tools, captioned videos, which are accompanied by synchronous on-screen L2 texts to reinforce video comprehension (Danan, 2004), have received significant attention in recent years (Teng, 2020). Captioned videos have helped learners at various skill levels to visualize what they have heard, thereby enhancing vocabulary acquisition (Peters & Webb, 2018;Teng, 2019aTeng, , 2019bTeng, , 2019c.…”

Section: Introductionmentioning

confidence: 99%

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Vocabulary learning through videos: captions, advance-organizer strategy, and their combination

Teng

2020

Computer Assisted Language Learning

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This study intended to examine L2 young learners' vocabulary learning (i.e. form, meaning, and use). The research design involved a 2 (advance-organizer strategy: present vs. absent) Â 4 (caption type: glossed full captions, glossed keyword captions, full captions, keyword captions) between-subjects design. A total of 240 Chinese ESL primary school students were recruited and randomly and equally assigned to eight conditions. Findings revealed that captioned videos produced significant effects on learning regarding the three dimensions of vocabulary knowledge. Glossed full captions were found to be the most effective caption type. Administration of the advance-organizer strategy also resulted in better gains in learning form, meaning, and use than the absence of this strategy. The combination of the advance-organizer strategy and glossed full captions led to the best learning performance for each dimension of vocabulary knowledge. Relevant pedagogical implications, including use of the advance-organizer strategy and captions, are provided.

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Section: Empirical Studies On Using Captions For Vocabulary Learningmentioning

confidence: 99%

Section: Empirical Studies On Using Advance-organizer Activities For ...mentioning

confidence: 99%

Section: Vocabulary Knowledge Testmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Vocabulary learning through videos: captions, advance-organizer strategy, and their combination

Teng

2020

Computer Assisted Language Learning

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“…There has been a wealth of research supporting the potential of viewing captioned videos for incidental vocabulary learning (Montero Perez et al, 2014;Rodgers, 2013;Sydorenko, 2010;Teng, 2019aTeng, , 2019b. This source of input has been acknowledged as crucial given its increasing availability and accessibility in EFL classroom (Teng, 2021). There is growing evidence supporting the use of fulllength TV programs (Montero Perez, 2020;Peters & Webb, 2018;Teng, 2022a) or short video clips (Montero Perez et al, 2014;Sydorenko, 2010;Teng, 2022b) for incidental vocabulary learning.…”

Section: Introductionmentioning

confidence: 99%

Incidental vocabulary learning from captioned videos: Learners' prior vocabulary knowledge and working memory

Teng¹

2022

Preprint

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Background: Despite the potential of captioned videos, limited attention has been paid to the role of vocabulary knowledge (VK) and working memory (WM) in inciden- tal vocabulary learning under different captioning conditions.Objectives: The present study aimed to bridge this gap by assessing VK and WM in incidental vocabulary learning under different captioning conditions.Methods: A total of 101 Chinese primary school students were assigned to one of the three conditions: watch fully captioned videos (n = 33), watch keyword cap- tioned videos (n = 35), and watch videos without captions (n = 33). A vocabulary test measuring recognition and recall of form and meaning served as a pretest, posttest and delayed posttest. The learners also completed tests for VK and WM.Results and Conclusions: The findings supported that both full captions and keyword captions made significant contributions to the incidental learning of form recognition and initial meaning recall and to the retention of form recognition but not of delayed meaning recall. The parameters of breadth and depth of VK and phonological WM impacted inci- dental vocabulary learning outcomes. The findings emphasize the important role of full captioning and keyword captioning for incidental vocabulary learning and the need to consider the role of VK and WM in incidental vocabulary learning from captioned videos. Takeaways: Captioning is a promising tool for vocabulary learning, but individual dif- ferences in VK and WM should be considered to maximize the benefits of captioning on vocabulary learning.

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Sequential Use of L1 and L2 Captions: Exploring the Benefits for Vocabulary Acquisition

Wi,

Boers

2023

TESOL Quarterly

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Language Learning Through Captioned Videos: Incidental Vocabulary Acquisition

Cited by 18 publications

References 37 publications

Vocabulary learning through videos: captions, advance-organizer strategy, and their combination

Vocabulary learning through videos: captions, advance-organizer strategy, and their combination

Incidental vocabulary learning from captioned videos: Learners' prior vocabulary knowledge and working memory

Sequential Use of L1 and L2 Captions: Exploring the Benefits for Vocabulary Acquisition

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