TY - JOUR
T1 - Effectiveness of captioned videos for incidental vocabulary learning and retention
T2 - the role of working memory
AU - Teng, Mark Feng
N1 - Publisher Copyright:
© 2023 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2023
Y1 - 2023
N2 - Working memory (WM) may be an essential component of incidental vocabulary learning and retention from captioned videos. However, how WM affects young learners’ incidental vocabulary learning under different types of captions remains unclear. The present study employs a between-subject research design. The main purpose is to examine how two types of WM— phonological short-term memory and complex WM—impact vocabulary learning outcomes incidentally learned and retained from three types of captioning: (1) glossed captions (GCs), (2) full captions (FCs), and (3) keyword captions (KCs). A total of 125 young learners (M age = 12.17, SD = 1.06) watched four videos and completed two vocabulary tests administered as pretest, posttest, and delayed tests. After treatment, participants completed two WM tasks: (1) an operation span test for measuring complex WM, and (2) a nonword repetition test for measuring phonological short-term memory. The findings reveal that (1) captioning types, particularly GCs, led to the best outcome in incidental vocabulary learning and retention, and (2) phonological WM provided a more predictive effect on incidental vocabulary learning and retention than complex WM. Phonological and complex WM may have different predictive effects on incidental vocabulary learning and retention under different types of captioning. Relevant implications were discussed based on these results.
AB - Working memory (WM) may be an essential component of incidental vocabulary learning and retention from captioned videos. However, how WM affects young learners’ incidental vocabulary learning under different types of captions remains unclear. The present study employs a between-subject research design. The main purpose is to examine how two types of WM— phonological short-term memory and complex WM—impact vocabulary learning outcomes incidentally learned and retained from three types of captioning: (1) glossed captions (GCs), (2) full captions (FCs), and (3) keyword captions (KCs). A total of 125 young learners (M age = 12.17, SD = 1.06) watched four videos and completed two vocabulary tests administered as pretest, posttest, and delayed tests. After treatment, participants completed two WM tasks: (1) an operation span test for measuring complex WM, and (2) a nonword repetition test for measuring phonological short-term memory. The findings reveal that (1) captioning types, particularly GCs, led to the best outcome in incidental vocabulary learning and retention, and (2) phonological WM provided a more predictive effect on incidental vocabulary learning and retention than complex WM. Phonological and complex WM may have different predictive effects on incidental vocabulary learning and retention under different types of captioning. Relevant implications were discussed based on these results.
KW - captioned videos
KW - glossed captions
KW - Incidental vocabulary learning
KW - retention
KW - working memory
UR - http://www.scopus.com/inward/record.url?scp=85147528969&partnerID=8YFLogxK
U2 - 10.1080/09588221.2023.2173613
DO - 10.1080/09588221.2023.2173613
M3 - Article
AN - SCOPUS:85147528969
SN - 0958-8221
JO - Computer Assisted Language Learning
JF - Computer Assisted Language Learning
ER -