Cover not available

Article published In: Language Teaching for Young Learners
Vol. 7:2 (2025) ► pp.270–302

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

Extensive viewing in young English as a foreign language learners

Do aptitude and vocabulary size influence vocabulary learning?

ORCiD logo with link | Universitat de Barcelona
ORCiD logo with link | Universitat de Barcelona
ORCiD logo with link | Universitat de Barcelona
Published online: 30 June 2025
DOI logo with link
https://doi.org/10.1075/ltyl.24024.ges
Abstract
Audiovisual input has been shown to promote vocabulary acquisition in foreign language learners. However, there is limited research on the effects of extensive viewing in a classroom context with young beginner learners of English. This study investigates foreign language vocabulary learning through explicit teaching and additional viewing of subtitled TV series, as well as the role that second language (L2) vocabulary size and language aptitude may play. A teaching intervention lasting one academic year was implemented in primary school. Weekly, two groups of beginner learners of English enrolled in grade 6 and aged 11 (N = 47) were taught a set of target words. One group was additionally exposed to the target vocabulary through an episode of a TV series with subtitles in Spanish, their native language. Gains in form and meaning recall of the target vocabulary were measured. Participants’ L2 vocabulary size and language aptitude were also assessed at the beginning of the intervention. Multivariate tests showed that explicit teaching accounted for most vocabulary learning, although viewing the TV series significantly benefited learners at two testing points. L2 vocabulary size contributed to explaining lexical gains, while language aptitude did not have such a significant effect.
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Incidental vocabulary learning from viewing in young learners
    • 2.2Vocabulary pre-teaching when learning from viewing in young learners
    • 2.3Learner factors influencing learning from viewing: L2 vocabulary size and language aptitude
  • 3.The present study
    • 3.1Participants
    • 3.2Instruments
      • 3.2.1TV series and target vocabulary
      • 3.2.2Vocabulary pre- and post-tests
      • 3.2.3Vocabulary pre- and post-tasks
      • 3.2.4Vocabulary size test: X_Lex
      • 3.2.5Aptitude test: MLAT-EC
    • 3.3Procedure
    • 3.4Scoring and analysis
      • 3.4.1Pre- and post-test scoring and lexical gains
      • 3.4.2Vocabulary size and language aptitude tests
      • 3.4.3Statistical analysis
  • 4.Results
    • 4.1RQ1 — Vocabulary learning from video viewing and teaching
    • 4.2RQ2 — Vocabulary size and language aptitude in vocabulary learning from video viewing and teaching
  • 5.Discussion
    • 5.1L2 vocabulary learning from video viewing and teaching
    • 5.2The role of vocabulary size and language aptitude in L2 vocabulary learning from video viewing and teaching
  • 6.Pedagogical implications
  • 7.Conclusions and further research
  • Notes
  • References
References (112)
References
Ahrabi Fakhr, M., Borzabadi Farahani, D., & Khomeijani Farahani, A. A. (2021). Incidental vocabulary learning and retention from audiovisual input and factors affecting them. English Teaching & Learning, 451, 167–188. Google Scholar logo with link to Google Scholar
Alexiou, T. (2015). Vocabulary uptake from Peppa Pig: A case study of preschool EFL learners in Greece. In C. Gitsaki & T. Alexiou (Eds.), Current issues in second / foreign language teaching and teacher development: Research and practice (pp. 285–301). Cambridge Scholars Publishing.Google Scholar logo with link to Google Scholar
Arifani, Y. (2020). Cartoon video-assisted learning: An investigation into the acquisition of EFL children’s incidental vocabulary. Computer-Assisted Language Learning Electronic Journal, 21(2), 17–31.Google Scholar logo with link to Google Scholar
Asociación para la Investigación de Medios de Comunicación [AIMC]. (2024). Marco general de los medios en España 2024 [General media survey in Spain 2024]. AIMC. [URL]. Accessed 11 November 2024
Ausubel, D. P. (1968). Educational psychology: A cognitive view. Holt, Rinehart & Winston.Google Scholar logo with link to Google Scholar
Avello, D. I. (2023). L2 learning from captioned-video viewing in primary school students (Unpublished doctoral dissertation). Universitat de Barcelona, Barcelona, Spain.
Babaei, S., & Izadpanah, S. (2019). Comparing the effects of different advance organizers on EFL learners’ listening comprehension: Key vocabularies, previewing comprehension questions, and multimedia annotations. Cogent Education, 6(1), 1705666. Google Scholar logo with link to Google Scholar
Barenberg, J., Berse, T., Reimann, L., & Dutke, S. (2021). Testing and transfer: Retrieval practice effects across test formats in English vocabulary learning in school. Applied Cognitive Psychology, 35(3), 700–710. Google Scholar logo with link to Google Scholar
Cadierno, T., Hansen, M., Lauridsen, J. T., Eskildsen, S. W., Fenyvesi, K., Jensen, S. H., & aus der Wieschen, M. V. (2020). Does younger mean better? Age of onset, learning rate and short-term L2 proficiency in young Danish learners of English. Vigo International Journal of Applied Linguistics, 171, 57–86. Google Scholar logo with link to Google Scholar
Caimi, A. (2006). Audiovisual translation and language learning: The promotion of intralingual subtitles. The Journal of Specialised Translation, 61, 85–98.Google Scholar logo with link to Google Scholar
Carroll, J. B., & Sapon, S. (1967). Modern Language Aptitude Test-Elementary. Psychological Corporation.Google Scholar logo with link to Google Scholar
Casulleras, M. (2023). Language learning from subtitled TV series in the primary EFL classroom (Unpublished doctoral dissertation). Universitat de Barcelona, Barcelona, Spain.
Cenoz, J. (2002). Age differences in foreign language learning. ITL — International Journal of Applied Linguistics, 135(1), 125–142. Google Scholar logo with link to Google Scholar
Chen, Y.-R., Liu, Y.-T., & Todd, A. G. (2018). Transient but effective? Captioning and adolescent EFL learners’ spoken vocabulary acquisition. English Teaching & Learning, 42(1), 25–56. Google Scholar logo with link to Google Scholar
Chung, J.-M. (1996). The effects of using advance organizers and captions to introduce video in the foreign language classroom. TESL Canada Journal / La Revue TESL du Canada, 14(1), 61–65. Google Scholar logo with link to Google Scholar
(2002). The effects of using two advance organizers with video texts for the teaching of listening in English. Foreign Language Annals, 35(2), 231–241. Google Scholar logo with link to Google Scholar
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.Google Scholar logo with link to Google Scholar
De Wilde, V., Brysbaert, M., & Eyckmans, J. (2020). Learning English through out-of-school exposure. Which levels of language proficiency are attained and which types of input are important? Bilingualism: Language and Cognition, 23(1), 171–185. Google Scholar logo with link to Google Scholar
(2022). Formal versus informal L2 learning. How do individual differences and word-related variables influence French and English L2 vocabulary learning in Dutch-speaking children? Studies in Second Language Acquisition, 44(1), 87–111. Google Scholar logo with link to Google Scholar
Díaz Cintas, J. (2012). Subtitling. Theory, practice and research. In C. Millán & F. Bartrina (Eds.), The Routledge handbook of translation studies (pp. 273–287). Routledge.Google Scholar logo with link to Google Scholar
Durbahn, M., Rodgers, M., Macis, M., & Peters, E. (2024). Lexical coverage in L1 and L2 viewing comprehension. Studies in Second Language Acquisition, 46(4), 1045–1068. Google Scholar logo with link to Google Scholar
d’Ydewalle, G., & Pavakanun, U. (1997). Could enjoying a movie lead to language acquisition? In P. Winterhoff-Spurk & T. H. A. van der Voort (Eds.), New horizons in media psychology: Research cooperation and projects in Europe (pp. 145–155). Springer Fachmedien. Google Scholar logo with link to Google Scholar
d’Ydewalle, G., & Van de Poel, M. (1999). Incidental foreign-language acquisition by children watching subtitled television programs. Journal of Psycholinguistic Research, 28(3), 227–244. Google Scholar logo with link to Google Scholar
Elkhafaifi, H. (2005). The effect of prelistening activities on listening comprehension in Arabic learners. Foreign Language Annals, 38(4), 505–513. Google Scholar logo with link to Google Scholar
Ellis, N. C. (2002). Frequency effects in language processing. Studies in Second Language Acquisition, 24(2), 143–188. Google Scholar logo with link to Google Scholar
Gathercole, S. E., & Baddeley, A. D. (1993). Working memory and language. Lawrence Erlbaum Associates, Inc.Google Scholar logo with link to Google Scholar
Gesa, F., & Miralpeix, I. (2022). Effects of watching subtitled TV series on foreign language vocabulary learning: Does learners’ proficiency level matter? In C. Lütge (Ed.), Foreign language learning in the digital age. Theory and pedagogy for developing literacies (pp. 159–173). Routledge.Google Scholar logo with link to Google Scholar
(2023). Extensive viewing as additional input for foreign language vocabulary learning: A longitudinal study in secondary school. Language Teaching Research, OnlineFirst. Google Scholar logo with link to Google Scholar
González-Fernández, B., & Schmitt, N. (2020). Word knowledge: Exploring the relationships and order of acquisition of vocabulary knowledge components. Applied Linguistics, 41(4), 481–505. Google Scholar logo with link to Google Scholar
Greenwald, T. J., Murrieta, P., Cheung, V., & Montanio, B. (Producers). (2007). Wizards of Waverly Place [Television series]. Disney Channel.Google Scholar logo with link to Google Scholar
Hanley, J. E. B., Herron, C. A., & Cole, S. P. (1995). Using video as an advance organizer to a written passage in the FLES classroom. The Modern Language Journal, 79(1), 57–66. Google Scholar logo with link to Google Scholar
Hariffin, A., & Said, N. E. M. (2019). The effects of captioned videos on primary ESL learners’ vocabulary acquisition in a Malaysian rural setting. International Journal of Humanities, Philosophy, and Language, 2(7), 23–37. Google Scholar logo with link to Google Scholar
Horst, M., Cobb, T., & Meara, P. M. (1998). Beyond a clockwork orange: Acquiring second language vocabulary through reading. Reading in a Foreign Language, 11(2), 207–223.Google Scholar logo with link to Google Scholar
Jafari, K., & Hashim, F. (2012). The effects of using advance organizers on improving EFL learners’ listening comprehension: A mixed method study. System, 40(2), 270–281. Google Scholar logo with link to Google Scholar
Jiang, X., & Grabe, W. (2007). Graphic organizers in reading instruction: Research findings and issues. Reading in a Foreign Language, 19(1), 34–55. Google Scholar logo with link to Google Scholar
Kallis, D., Dreayer, I., Eells, P., & Geoghan, J. (Producers). (2005). The Suite Life of Zack and Cody [Television series]. Disney Channel.Google Scholar logo with link to Google Scholar
Kiss, C., & Nikolov, M. (2005). Developing, piloting, and validating an instrument to measure young learners’ aptitude. Language Learning, 55(1), 99–150. Google Scholar logo with link to Google Scholar
Koolstra, C. M., & Beentjes, J. W. J. (1999). Children’s vocabulary acquisition in a foreign language through watching subtitled television programs at home. Educational Technology Research and Development, 47(1), 51–60. Google Scholar logo with link to Google Scholar
Kuppens, A. H. (2010). Incidental foreign language acquisition from media exposure. Learning, Media and Technology, 35(1), 65–85. Google Scholar logo with link to Google Scholar
Laufer, B. (2006). Comparing focus on form and focus on formS in second-language vocabulary learning. The Canadian Modern Language Review / La revue canadienne des langues vivantes, 63(1), 149–166. Google Scholar logo with link to Google Scholar
Laufer, B., & Goldstein, Z. (2004). Testing vocabulary knowledge: Size, strength, and computer adaptiveness. Language Learning, 54(3), 399–436. Google Scholar logo with link to Google Scholar
Laufer, B., & Rozovski-Roitblat, B. (2015). Retention of new words: Quantity of encounters, quality of task, and degree of knowledge. Language Teaching Research, 19(6), 687–711. Google Scholar logo with link to Google Scholar
Lee, J. H., & Lee, H. (2022). Teachers’ verbal lexical explanation for second language vocabulary learning: A meta-analysis. Language Learning, 72(2), 576–612. Google Scholar logo with link to Google Scholar
Li, C.-H., Wu, M.-H., & Lin, W.-L. (2019). The use of a “Think-Pair-Share” brainstorming advance organizer to prepare learners to listen in the L2 classroom. International Journal of Listening, 33(2), 114–127. Google Scholar logo with link to Google Scholar
Lindstromberg, S. (2020). Intentional L2 vocabulary learning. In S. Webb (Ed.), The Routledge handbook of vocabulary studies (pp. 240–254). Routledge.Google Scholar logo with link to Google Scholar
Linebarger, D. L., Moses, A., Garrity Liebeskind, K., & McMenamin, K. (2013). Learning vocabulary from television: Does onscreen print have a role? Journal of Educational Psychology, 105(3), 609–621. Google Scholar logo with link to Google Scholar
Luquin, M., & García Mayo, M. d. P. (2021). Exploring the use of models as a written corrective feedback technique among EFL children. System, 981, 102465. Google Scholar logo with link to Google Scholar
Meara, P. M. (2005). X_Lex: the Swansea vocabulary levels test (Version 2.05) [Computer software]. Centre for Applied Language Studies, University of Wales, the United Kingdom.Google Scholar logo with link to Google Scholar
Miralpeix, I. (2008). The influence of age on vocabulary acquisition in English as a foreign language (Unpublished doctoral dissertation). Universitat de Barcelona, Barcelona, Spain.
Montero Perez, M. (2020). Incidental vocabulary learning through video viewing: The role of vocabulary knowledge and working memory. Studies in Second Language Acquisition, 42(4), 749–773. Google Scholar logo with link to Google Scholar
(2022). Second or foreign language learning through watching audio-visual input and the role of on-screen text. Language Teaching, 55(2), 163–192. 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, 18(1), 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, 99(2), 308–328. Google Scholar logo with link to Google Scholar
(2018). Vocabulary learning through viewing video: The effect of two enhancement techniques. Computer Assisted Language Learning, 31(1–2), 1–26. Google Scholar logo with link to Google Scholar
Montero Perez, M., Sydorenko, T., & Huntley, L. (2025). Incidental vocabulary learning from watching audiovisual input. In M. F. Teng & B. L. Reynolds (Eds.), Researching incidental vocabulary learning in a second language (pp. 35–50). Routledge.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, 41(3), 720–739. Google Scholar logo with link to Google Scholar
Muñoz, C. (2008). Symmetries and asymmetries of age effects in naturalistic and instructed L2 learning. Applied Linguistics, 29(4), 578–596. Google Scholar logo with link to Google Scholar
(2020). Boys like games and girls like movies. Age and gender differences in out-of-school contact with English. Revista Española de Lingüística Aplicada / Spanish Journal of Applied Linguistics, 33(1), 171–201. Google Scholar logo with link to Google Scholar
Muñoz, C., Pattemore, A., & Avello, D. (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), 1744–1770. Google Scholar logo with link to Google Scholar
Muñoz, C., Pujadas, G., & Pattemore, A. (2023). Audio-visual input for learning L2 vocabulary and grammatical constructions. Second Language Research, 39(1), 13–37. Google Scholar logo with link to Google Scholar
Nation, P., & Beglar, D. (2007). A vocabulary size test. The Language Teacher, 31(7), 9–13.Google Scholar logo with link to Google Scholar
Nation, P., & Webb, S. (2011). Researching and analyzing vocabulary. Heinle Cengage Learning.Google Scholar logo with link to Google Scholar
Neuman, S. B., & Koskinen, P. (1992). Captioned television as comprehensible input: Effects of incidental word learning from context for language minority students. Reading Research Quarterly, 27(1), 94–106. Google Scholar logo with link to Google Scholar
Patterson, J. L. (2002). Relationships of expressive vocabulary to frequency of reading and television experience among bilingual toddlers. Applied Psycholinguistics, 231, 493–508. Google Scholar logo with link to Google Scholar
Peters, E., Heynen, E., & Puimège, 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
Peters, E., & Webb, S. (2018). Incidental vocabulary acquisition through viewing L2 television and factors that affect learning. Studies in Second Language Acquisition, 40(3), 551–577. Google Scholar logo with link to Google Scholar
Plonsky, L., & Oswald, F. L. (2014). How big is “big”? Interpreting effect sizes in L2 research. Language Learning, 64(4), 878–912. Google Scholar logo with link to Google Scholar
Puimège, E., & Peters, E. (2019). Learners’ English vocabulary knowledge prior to formal instruction: The role of learner-related and word-related variables. Language Learning, 69(4), 943–977. Google Scholar logo with link to Google Scholar
Pujadas, G., & Muñoz, C. (2019). Extensive viewing of captioned and subtitled TV series. A study of L2 vocabulary learning by adolescents. The Language Learning Journal, 47(4), 479–496. Google Scholar logo with link to Google Scholar
(2023). Measuring the visual in audio-visual input. The effects of imagery in vocabulary learning through TV viewing. ITL — International Journal of Applied Linguistics, 174(2), 263–290. Google Scholar logo with link to Google Scholar
Reynolds, B. L., Cui, Y., Kao, C.-W., & Thomas, N. (2022). Vocabulary acquisition through viewing captioned and subtitled video: A scoping review and meta-analysis. Systems, 10(5), 133. Google Scholar logo with link to Google Scholar
Rice, M. L., Huston, A. C., Truglio, R., & Wright, J. (1990). Words from “Sesame Street”: Learning vocabulary while viewing. Developmental Psychology, 26(3), 421–428. Google Scholar logo with link to Google Scholar
Richardson, J. T. E. (2011). Eta squared and partial eta squared as measures of effect size in educational research. Educational Research Review, 6(2), 135–147. Google Scholar logo with link to Google Scholar
Rinehart, S. D., & Welker, W. A. (1992). Effects of advance organizers on level and time of text recall. Reading Research and Instruction, 32(1), 77–86. Google Scholar logo with link to Google Scholar
Rispa, J. (2021). The effects of language aptitude on L2 development in young learners. (Unpublished bachelor’s thesis). Universitat de Lleida, Lleida, Spain.
Rodgers, M. P. H. (2016). Extensive listening and viewing: The benefits of audiobooks and television. The European Journal of Applied Linguistics and TEFL, 5(2), 43–57.Google Scholar logo with link to Google Scholar
Rodgers, M. P. H., & Webb, S. (2020). Incidental vocabulary learning through viewing television. ITL — International Journal of Applied Linguistics, 171(2), 191–220. Google Scholar logo with link to Google Scholar
Roehr-Brackin, K., & Tellier, A. (2019). The role of language-analytic ability in children’s instructed second language learning. Studies in Second Language Acquisition, 41(5), 1111–1131. Google Scholar logo with link to Google Scholar
Schmidt, R. (2012). Attention, awareness, and individual differences in language learning. In W. M. Chan, K. N. Chin, S. K. Bhatt & I. Walker (Eds.), Perspectives on individual characteristics and foreign language education (pp. 27–50). De Gruyter Mouton. Google Scholar logo with link to Google Scholar
Schmitt, N. (2008). Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329–363. Google Scholar logo with link to Google Scholar
Schmitt, N., & Schmitt, D. (2020). Vocabulary in language teaching (2nd ed.). Cambridge University Press. Google Scholar logo with link to Google Scholar
Severson, K. J. (2017). Interactive videos as a vocabulary pre-teaching tool in middle school science. (Unpublished master’s thesis). Hamline University, Saint Paul, the United States.
Skehan, P. (1991). Individual differences in second language learning. Studies in Second Language Acquisition, 13(2), 275–298. Google Scholar logo with link to Google Scholar
Suárez, M. M. (2010). Language aptitude in young learners: The Elementary Modern Language Aptitude Test in Spanish and Catalan (Unpublished doctoral dissertation). Universitat de Barcelona, Barcelona, Spain.
Suárez, M. M., & Gesa, F. (2019). Learning vocabulary with the support of sustained exposure to captioned video: Do proficiency and aptitude make a difference? The Language Learning Journal, 47(4), 497–517. Google Scholar logo with link to Google Scholar
Suter, L., Berthele, R., & Thomas, A. (2024). L’apprentissage du vocabulaire en français L2 avec Netflix: Effet des activités de pré-/post-visionnage [Learning L2 French vocabulary with Netflix: Effect of pre-/post-viewing activities]. Journal of French Language Studies, 34(2), 227–248. Google Scholar logo with link to Google Scholar
Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach’s alpha. International Journal of Medical Education, 21, 53–55. Google Scholar logo with link to Google Scholar
Teng, M. F. (2019a). The effects of video caption types and advance organizers on incidental L2 collocation learning. Computers & Education, 1421, 1036555. Google Scholar logo with link to Google Scholar
(2019b). Incidental vocabulary learning for primary school students: The effects of L2 caption type and word exposure frequency. The Australian Educational Researcher, 461, 113–136. Google Scholar logo with link to Google Scholar
(2022a). Incidental L2 vocabulary learning from viewing captioned videos: Effects of learner-related factors. System, 1051, 102736. Google Scholar logo with link to Google Scholar
(2022b). Vocabulary learning through videos: Captions, advance-organizer strategy, and their combination. Computer Assisted Language Learning, 35(3), 518–550. Google Scholar logo with link to Google Scholar
(2025a). Effectiveness of captioned videos for incidental vocabulary learning and retention: The role of working memory. Computer Assisted Language Learning, 38(1–2), 206–234. Google Scholar logo with link to Google Scholar
(2025b). Introduction to Researching incidental vocabulary learning in a second language. In M. F. Teng & B. L. Reynolds (Eds.), Researching incidental vocabulary learning in a second language (pp. 1–15). Routledge.Google Scholar logo with link to Google Scholar
Teng, M. F., & Cui, Y. (2024). Comparing incidental learning of single words and collocations from different captioning conditions: The role of vocabulary knowledge and working memory. Journal of Computer Assisted Learning, 40(3), 973–989. Google Scholar logo with link to Google Scholar
Uchihara, T., Webb, S., & Yanagisawa, A. (2019). The effects of repetition on incidental vocabulary learning: A meta-analysis of correlational studies. Language Learning, 69(3), 559–599. Google Scholar logo with link to Google Scholar
van den Broek, G. S. E., Takashima, A., Segers, E., Fernández, G., & Verhoeven, L. (2013). Neural correlates of testing effects in vocabulary learning. NeuroImage, 781, 94–102. Google Scholar logo with link to Google Scholar
Vanderplank, R. (2016). Captioned media in foreign language learning and teaching: Subtitles for the deaf and hard-of-hearing as tools for language learning. Palgrave Macmillan. Google Scholar logo with link to Google Scholar
Vu, D. V., Noreillie, A.-S., & Peters, E. (2023). Incidental collocation learning from reading-while-listening and captioned TV viewing and predictors of learning gains. Language Teaching Research, Online First. Google Scholar logo with link to Google Scholar
Walker, I., & Hulme, C. (1999). Concrete words are easier to recall than abstract words: Evidence for a semantic contribution to short-term serial recall. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25(5), 1256–1271. Google Scholar logo with link to Google Scholar
Webb, S. (2007). The effects of repetition on vocabulary knowledge. Applied Linguistics, 28(1), 46–65. Google Scholar logo with link to Google Scholar
(2010). Pre-learning low-frequency vocabulary in second language television programmes. Language Teaching Research, 14(4), 501–515. 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). Routledge.Google Scholar logo with link to Google Scholar
(2020). Incidental vocabulary learning. In S. Webb (Ed.), The Routledge handbook of vocabulary studies (pp. 225–239). Routledge.Google Scholar logo with link to Google Scholar
Webb, S., & Nation, P. (2017). How vocabulary is learned. Oxford University Press.Google Scholar logo with link to Google Scholar
Webb, S., & Rodgers, M. P. H. (2009). Vocabulary demands of television programs. Language Learning, 59(2), 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, 168(1), 33–69. Google Scholar logo with link to Google Scholar
Wilberschied, L., & Berman, P. M. (2004). Effect of using photos from authentic video as advance organizers on listening comprehension in an FLES Chinese class. Foreign Language Annals, 37(4), 534–540. Google Scholar logo with link to Google Scholar
Wright, J. C., Huston, A. C., Murphy, K. C., Saint Peters, M., Piñon, M., Scantlin, R., & Kotler, J. (2001). The relations of early television viewing to school readiness and vocabulary of children from low-income families: The Early Window Project. Child Development, 72(5), 1347–1366. Google Scholar logo with link to Google Scholar
Yang, H.-Y. (2014). The effects of advance organizers and subtitles on EFL learners’ listening comprehension skills. CALICO Journal, 31(3), 345–373. Google Scholar logo with link to Google Scholar
Zhang, X., Liu, J., & Ai, H. (2019). Pseudowords and guessing in the Yes/No format vocabulary test. Language Testing, 37(1), 6–30. Google Scholar logo with link to Google Scholar
Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue