Cover not available

Article published In: Approaches to learning, testing, and researching L2 vocabulary
Edited by Stuart Webb
[ITL - International Journal of Applied Linguistics 169:1] 2018
► pp. 169–190

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload PDF
authorization required

Examining incidental vocabulary acquisition from captioned video

Does test modality matter?

 | SMK Rantau Panjang
 | The University of Western Ontario
Published online: 16 April 2018
DOI logo with link
https://doi.org/10.1075/itl.00011.jel
Abstract
Previous comparisons of vocabulary uptake from captioned and uncaptioned audio-visual materials have almost consistently furnished evidence in favour of captioned materials. However, it is possible that many such comparative studies gave an advantage to the captioned input conditions by virtue of their use of written word prompts in the tests. The present study therefore examines whether aurally presented test prompts yield equally compelling evidence for the superiority of captioned over uncaptioned video. Intermediate EFL learners watched a ten-minute TED Talks video either with or without captions and were subsequently given a word recognition and a word meaning test, with half of the test prompts presented in print and the other half presented aurally. While the results of the word recognition test were inconclusive, the word meaning test yielded significantly better scores by the group that watched the captioned video. However, this was due entirely to their superior scores on the printed word prompts, not the aural ones. This suggests that evaluations of the benefits of captions for vocabulary acquisitions should take input-modality – test-modality congruency into account.
Article outline
  • 1.Introduction
  • 2.Literature review
  • 3.Research questions
  • 4.Method
    • 4.1Participants
    • 4.2Materials
    • 4.3Procedures
  • 5.Results and discussion
    • 5.1Comprehension of the video content
    • 5.2Word recognition
    • 5.3Orthographic representations
    • 5.4Word meaning
  • 6.Conclusion and limitations
  • References
References (50)
References
Baltova, I. (1994). The impact of video on the comprehension skills of core French students. Canadian Modern Language Review, 501, 507–31. Google Scholar logo with link to Google Scholar
Bisson, M. -J., Van Heuven, W. J. B., Conklin, K., & Tunney, R. (2014). Processing of native and foreign language subtitles in films: An eye tracking study. Applied Psycholinguistics, 311, 693–713.Google Scholar logo with link to Google Scholar
Borras, I., & Lafayette, R. C. (1994). Effects of multimedia courseware subtitling on the speaking performance of college students of French. The Modern Language Journal, 781, 61–75. Google Scholar logo with link to Google Scholar
Brown, R., Waring, R., & Donkaewbua, S. (2008). Incidental vocabulary acquisition from reading, reading-while-listening, and listening to stories. Reading a Foreign Language, 201, 136–163.Google Scholar logo with link to Google Scholar
Chai, J., & Erlam, R. (2008). The effect and the influence of the use of video and captions on second language learning. New Zealand Studies in Applied Linguistics, 141, 25–44.Google Scholar logo with link to Google Scholar
Chang, A. -C., & Read, J. (2013). Investigating the effects of multiple-choice listening test items in the oral versus written mode on L2 listeners’ performance and perceptions. System, 411, 575–586. Google Scholar logo with link to Google Scholar
Coxhead, A. J., & Walls, R. (2012). TED Talks, vocabulary, and listening for EAP. The TESOLANZ Journal, 201, 55–58.Google Scholar logo with link to Google Scholar
Freeborn, D. (2006). From Old English to Standard English (3rd ed.). Houndmills: Palgrave MacMillan. Google Scholar logo with link to Google Scholar
Goh, C. C. (2000). A cognitive perspective on language learners’ listening comprehension problems. System, 281, 55–75. Google Scholar logo with link to Google Scholar
Horst, M., Cobb, T., & Meara, P. (1998). Beyond A Clockwork Orange: Acquiring second language vocabulary through reading. Reading in a Foreign Language, 111, 207–223.Google Scholar logo with link to Google Scholar
Hulstijn, J. (2001). Intentional and incidental second language vocabulary learning: A reappraisal of elaboration, rehearsal and automacity. In P. Robinson (Ed.), Cognition and Second Language Instruction (pp. 258–286). Cambridge: Cambridge University Press. Google Scholar logo with link to Google Scholar
King, J. (2002). Using DVD feature films in the EFL classroom. Computer Assisted Language Learning, 151, 509–523. Google Scholar logo with link to Google Scholar
Laufer, B. (1997). What’s in a word that makes it hard or easy? Intralexical factors affecting the difficulty of vocabulary acquisition. In M. McCarthy & N. Schmitt (Eds.), Vocabulary description, acquisition and pedagogy (pp. 140–155). Cambridge: Cambridge University Press.Google Scholar logo with link to Google Scholar
(2003). Vocabulary acquisition in a second language: Do learners really acquire most vocabulary by reading? Some empirical evidence. The Canadian Modern Language Review, 591, 567–587. Google Scholar logo with link to Google Scholar
Markham, P. (1999). Captioned videotapes and second-language listening word recognition. Foreign Language Annals, 321, 321–327. Google Scholar logo with link to Google Scholar
Montero Perez, M., Van Den Noortgate, W., & Desmet, P. (2013). Captioned video for L2 listening and vocabulary learning: A meta-analysis. System, 411, 720–739. Google Scholar logo with link to Google Scholar
Montero Perez, M., Peters, E., Clarebout, G., & Desmet, P. (2014). Effects of captioning on video comprehension and incidental vocabulary learning. Language Learning & Technology, 181, 118–141.Google Scholar logo with link to Google Scholar
Montero Perez, M., Peters, E., & Desmet, P. (2015). Enhancing vocabulary learning through captioned video: An eye-tracking study. The Modern Language Journal, 991, 308–328. Google Scholar logo with link to Google Scholar
Morris, C. D., Bransford, J. D., & Franks, J. J. (1977). Levels of processing versus transfer appropriate processing. Journal of Verbal Learning and Verbal Behavior, 161, 519–533. Google Scholar logo with link to Google Scholar
Nation, I. S. P., & Heatley, A. (2002). Range: A Program for the Analysis of Vocabulary in Texts. Retrieved from <[URL]>
Neuman, B., & Koshinen, P. (1992). Captioned television as comprehensible input: Effects of incidental word learning from context for language minority students. Reading Research Quarterly, 271, 96–106. Google Scholar logo with link to Google Scholar
Peters, E., Heynen, E., & Puimege, E. (2016). Learning vocabulary through audiovisual input: The differential effect of L1 subtitles and captions. System, 631, 134–148. Google Scholar logo with link to Google Scholar
Pigada, M., & Schmitt, N. (2006). Vocabulary acquisition from extensive reading: A case study. Reading in a Foreign Language, 181, 1–28.Google Scholar logo with link to Google Scholar
Rodgers, M. (2013). English language learning through viewing television: An investigation of comprehension, incidental vocabulary acquisition, lexical coverage, attitudes, and captions (Unpublished doctoral dissertation). Victoria University of Wellington, New Zealand.Google Scholar logo with link to Google Scholar
Rodgers, M. P. H., & Webb, S. (2011). Narrow viewing: The vocabulary in related television programs. TESOL Quarterly, 451, 689–717. Google Scholar logo with link to Google Scholar
(2017). The effects of captions of EFL learners’ comprehension of English-language television programs. Calico Journal, 341, 20–38. Google Scholar logo with link to Google Scholar
Rost, M. (2002). Teaching and researching listening. London: Pearson Education.Google Scholar logo with link to Google Scholar
Schmitt, N., Schmitt, D., & Clapman, C. (2001). Developing and exploring the behaviour of two new versions of the Vocabulary Levels Test. Language Testing, 181, 55–88. Google Scholar logo with link to Google Scholar
Scotto di Carlo, G. (2014). The role of proximity in online popularizations: The case of TED talks, Discourse Studies, 161, 591–606. Google Scholar logo with link to Google Scholar
Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 41, 295–312. Google Scholar logo with link to Google Scholar
Sydorenko, T. (2010). Modality of input and vocabulary acquisition. Language Learning & Technology, 141, 50–73.Google Scholar logo with link to Google Scholar
Takaesu, A. (2013). TED Talks as an extensive listening resource for EAP students. Language Education in Asia, 41, 150–162. Google Scholar logo with link to Google Scholar
Taylor, G. (2005). Perceived processing strategies of students watching captioned video. Foreign Language Annals, 381, 422–427. Google Scholar logo with link to Google Scholar
Tulving, E. (1993). What is episodic memory? Current Directions in Psychological Science, 21, 67–70. Google Scholar logo with link to Google Scholar
van Zeeland, H. (2013). Vocabulary and listening. In C. A. Chapelle (Ed.), The encyclopaedia of applied linguistics. Hoboken, NJ: John Wiley and Sons. Google Scholar logo with link to Google Scholar
van Zeeland, H., & Schmitt, N. (2012). Lexical coverage in L1 and L2 listening comprehension: The same or different from reading comprehension? Applied Linguistics, 1–24.Google Scholar logo with link to Google Scholar
(2013) Incidental vocabulary acquisition through L2 listening: A dimensions approach. System, 411, 609–624. Google Scholar logo with link to Google Scholar
Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 401, 191–210. Google Scholar logo with link to Google Scholar
Vanderplank, R. (2010). Déjà vu? A decade of research on language laboratories, television and video in language learning. Language teaching, 431, 1–37. Google Scholar logo with link to Google Scholar
Vidal, K. (2003). Academic listening: A source of vocabulary acquisition? Applied Linguistics, 241, 56–89. Google Scholar logo with link to Google Scholar
(2011). A comparison of the effects of reading and listening on incidental vocabulary acquisition. Language Learning, 611, 219–258. Google Scholar logo with link to Google Scholar
Waring, R., & Takaki, M. (2003). At what rate do learners learn and retain new vocabulary from reading a graded reader? Reading a Foreign Language, 151, 130–163.Google Scholar logo with link to Google Scholar
Webb, S. (2008). The effects of context on incidental vocabulary learning. Reading in a Foreign Language, 201, 232–245.Google Scholar logo with link to Google Scholar
(2014a). Repetition in Incidental Vocabulary Learning. In C. A. Chapelle (Ed.), The encyclopaedia of applied linguistics. Hoboken, NJ: John Wiley and Sons. Google Scholar logo with link to Google Scholar
(2015). Extensive viewing: Language learning through watching television. In D. Nunan & J. C. Richards (Eds.), Language learning beyond the classroom (pp. 159–168). London: Routledge.Google Scholar logo with link to Google Scholar
Webb, S., & Rodgers, M. P. H. (2009). Vocabulary demands of television programs. Language Learning, 591, 335–366. Google Scholar logo with link to Google Scholar
Webb, S., Sasao, Y., & Ballance, O. (2017). The updated Vocabulary Levels Test: Developing and validating two new forms of the VLT. ITL – International Journal of Applied Linguistics, 1681, 34–70.Google Scholar logo with link to Google Scholar
Winke, P., Gass, S., & Sydorenko, T. (2010). The effects of captioning videos used for foreign language listening activities. Language Learning & Technology, 141, 65–86.Google Scholar logo with link to Google Scholar
(2013). Factors influencing the use of captions by foreign language learners: An eye-tracking study. The Modern Language Journal, 971, 254–275. Google Scholar logo with link to Google Scholar
Cited by (33)

Cited by 33 other publications

Janjić, Paula, John P. Spencer & Kenny R. Coventry
2026. Second language vocabulary learning: The interplay between learning mode, testing mode and word class. Cognition 270 ► pp. 106381 ff. DOI logo
Kaderoğlu, Kadir
2026. Aligning input and assessment: Pictorial measures in audiovisual vocabulary research. Research Methods in Applied Linguistics 5:1 ► pp. 100288 ff. DOI logo
Kurokawa, Satsuki & Takumi Uchihara
2026. Optimizing the Effectiveness of Captioned Viewing for Incidental Second Language Vocabulary Learning: The Effects of Repeated Viewing and Reading Fluency. TESOL Quarterly DOI logo
Pu, Pu, Daniel Yu‐Sheng Chang & Shuang Wang
2026. Young EFL Learners’ Incidental Collocation Learning Through Different Multimodal Inputs: A Mixed‐Methods Study. International Journal of Applied Linguistics 36:1 ► pp. 916 ff. DOI logo
Baranowska, Karolina
2025. What watching subtitled movies does to the learner: the impact of subtitles and modality on cognitive load and vocabulary learning. International Review of Applied Linguistics in Language Teaching DOI logo
Gesa, Ferran & Anastasia Pattemore
2025. Introduction. In Foreign Language Learning from Audiovisual Input [Educational Linguistics, 66], ► pp. 1 ff. DOI logo
Kurokawa, Satsuki, Aung Myo Hein & Takumi Uchihara
2025. Incidental Vocabulary Acquisition Through Captioned Viewing: A Meta‐Analysis. Language Learning 75:4 ► pp. 939 ff. DOI logo
Malone, Jonathan
2025. Multimodal effects of processing and learning contextualized L2 vocabulary. Language Learning & Technology 29:3 ► pp. 49 ff. DOI logo
Malone, Jonathan, Bronson Hui, Nick Pandža & Tetiana Tytko
2025. Eye Movements, Item Modality, and Multimodal Second Language Vocabulary Learning: Processing and Outcomes. Language Learning DOI logo
Montero Perez, Maribel & Anastasia Pattemore
2025. Effects of captioned video on L2 speech segmentation in intermediate learners of Spanish. Language Learning & Technology 29:3 ► pp. 205 ff. DOI logo
Teng, Mark Feng & Yachong Cui
2025. Incidental vocabulary learning from captioned viewing: A forest plot of word- and learner-related factors. Language Teaching Research DOI logo
Vu, Duy Van & Elke Peters
2025. Incidental collocation learning from reading-only, reading-while-listening, and reading aloud: The roles of input mode, test modality, and prior vocabulary knowledge. Studies in Second Language Learning and Teaching DOI logo
Woo, Jonghee & Junkyu Lee
2025. Incidental Learning of Multi-Word Expressions Through Watching a Video in Different Captioning Modes. STEM Journal 26:4 ► pp. 24 ff. DOI logo
Muñoz, Carmen, Anastasia Pattemore & Daniela Avello
2024. Exploring repeated captioning viewing as a way to promote vocabulary learning: time lag between repetitions and learner factors. Computer Assisted Language Learning 37:7 ► pp. 1744 ff. DOI logo
Pattemore, Anastasia, Maria del Mar Suárez, Maribel Montero Perez & Carmen Muñoz
2024. The role of language aptitude in learning L2 constructions from captioned and uncaptioned audiovisual input. In Audiovisual input and second language learning [Language Learning & Language Teaching, 61], ► pp. 176 ff. DOI logo
Suter, Lea, Raphael Berthele & Anita Thomas
2024. L’apprentissage du vocabulaire en français L2 avec Netflix : effet des activités de pré-/post-visionnage. Journal of French Language Studies 34:2 ► pp. 227 ff. DOI logo
Van der Kolk, Jana & Sara Feijoo
2024. Incidental vocabulary recognition effects of subtitled, captioned and reverse subtitled audiovisual input. Revista de Lingüística y Lenguas Aplicadas 19 ► pp. 218 ff. DOI logo
Wi, Injung & Frank Boers
2024. Sequential Use of L1 and L2 Captions: Exploring the Benefits for Vocabulary Acquisition. TESOL Quarterly 58:1 ► pp. 511 ff. DOI logo
Liu, Chen-Yu
2023. Are TED Talks Potential Materials for Learning Specialized Vocabulary? A Case of Medical Vocabulary. English Teaching & Learning 47:1 ► pp. 97 ff. DOI logo
Liu, Chen-Yu
2023. Suitability of TED-Ed animations for academic listening. English for Specific Purposes 72 ► pp. 4 ff. DOI logo
Muñoz, Carmen, Geòrgia Pujadas & Anastasiia Pattemore
2023. Audio-visual input for learning L2 vocabulary and grammatical constructions. Second Language Research 39:1 ► pp. 13 ff. DOI logo
Teng, Mark Feng
2023. Incidental vocabulary learning from captioned videos: Learners' prior vocabulary knowledge and working memory. Journal of Computer Assisted Learning 39:2 ► pp. 517 ff. DOI logo
Teng, Mark Feng
2023. Effectiveness of captioned videos for incidental vocabulary learning and retention: the role of working memory. Computer Assisted Language Learning ► pp. 1 ff. DOI logo
Uchihara, Takumi & Jon Clenton
2023. The role of spoken vocabulary knowledge in second language speaking proficiency. The Language Learning Journal 51:3 ► pp. 376 ff. DOI logo
Alotaibi, Sara, Ana Pellicer-Sánchez & Kathy Conklin
2022. The effect of input modes and number of exposures on the learning of L2 binomials. ITL - International Journal of Applied Linguistics 173:1 ► pp. 58 ff. DOI logo
UCHIHARA, TAKUMI, STUART WEBB, KAZUYA SAITO & PAVEL TROFIMOVICH
2022. Does Mode of Input Affect How Second Language Learners Create Form–Meaning Connections and Pronounce Second Language Words?. The Modern Language Journal 106:2 ► pp. 351 ff. DOI logo
Caruana, Sandro
2021. An Overview of Audiovisual Input as a Means for Foreign Language Acquisition in Different Contexts. Language and Speech 64:4 ► pp. 1018 ff. DOI logo
Montero Perez, Maribel
2019. Pre-learning vocabulary before viewing captioned video: an eye-tracking study. The Language Learning Journal 47:4 ► pp. 460 ff. DOI logo
Montero Perez, Maribel
2022. Second or foreign language learning through watching audio-visual input and the role of on-screen text. Language Teaching 55:2 ► pp. 163 ff. DOI logo
Peters, Elke
2019. The Effect of Imagery and On‐Screen Text on Foreign Language Vocabulary Learning From Audiovisual Input. TESOL Quarterly 53:4 ► pp. 1008 ff. DOI logo
Pujadas, Geòrgia & Carmen Muñoz
2019. Extensive viewing of captioned and subtitled TV series: a study of L2 vocabulary learning by adolescents. The Language Learning Journal 47:4 ► pp. 479 ff. DOI logo
Pujadas, Geòrgia & Carmen Muñoz
2023. Measuring the visual in audio-visual input. ITL - International Journal of Applied Linguistics 174:2 ► pp. 263 ff. DOI logo
[no author supplied]
2022. Research Methods in Vocabulary Studies [Research Methods in Applied Linguistics, 2], DOI logo

This list is based on CrossRef data as of 30 march 2026. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue