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In:Audiovisual Input and Second Language Learning
Edited by Carmen Muñoz and Imma Miralpeix
[Language Learning & Language Teaching 61] 2024
► pp. 100–125

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Maximizing L2 learning from captioned TV viewing

Repeated viewing and Language Reactor

 | Universitat de Barcelona
 | Universitat de Barcelona
Published online: 26 September 2024
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https://doi.org/10.1075/lllt.61.05pop
Abstract
This study compares comprehension and vocabulary gains in L1 Russian (upper)-intermediate adolescents who watched two episodes of a Netflix series in L2 English for the same amount of time under two conditions: Repeated Viewing (RV) with captions; and Viewing with the Chrome extension Language Reactor (LR), with individually regulated tools to enhance learning. Both conditions were equally helpful for comprehension and vocabulary learning (relative gains up to 51%), suggesting the comparability of effects of repeated viewing and watching with LR if the watching time is the same. A qualitative analysis of learners’ viewing behaviour revealed differences between the conditions: while the RV group focused more on the episodes’ content, the LR group paid closer attention to language.
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Audiovisual input and new edutainment tools in L2 learning
    • 2.2Comprehension and vocabulary learning through captioned and repeated video viewing
    • 2.3Viewing behaviour when learning from viewing
  • 3.Methodology
    • 3.1Participants
    • 3.2Instruments
      • 3.2.1TV series
      • 3.2.2Vocabulary size test
      • 3.2.3Vocabulary pre-test and post-tests
      • 3.2.4Comprehension tests
      • 3.2.5Questionnaires
    • 3.3Procedure
    • 3.4Scoring and analyses
  • 4.Results
    • 4.1RQ1: Comprehension and vocabulary learning in RV and LR groups
    • 4.2RQ2: Learners’ viewing behaviour and learning perceptions
  • 5.Discussion
    • 5.1Comprehension and vocabulary learning in RV and LR groups
    • 5.2Learners’ viewing behaviour and learning perceptions
  • 6.Conclusion, limitations, and further research
  • Ethical Considerations
  • Acknowledgements
  • References
  • Appendix
References (44)
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Cited by (2)

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Gesa, Ferran & Anastasia Pattemore
2025. Introduction. In Foreign Language Learning from Audiovisual Input [Educational Linguistics, 66], ► pp. 1 ff. DOI logo
Fouz-González, Jonás & Joan C. Mora
2024. Exploring the potential of textually‑enhanced captioned video to direct learners’ attention to challenging sound contrasts. Journal of Second Language Pronunciation 10:3 ► pp. 309 ff. DOI logo

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