Incidental vocabulary learning from captioned video genres: proficiency, working memory, and aptitude

Research output: Contribution to journalArticlepeer-review

Abstract

Increasing attention has been paid to incidental vocabulary learning from captioned viewing. However, there is a lack of awareness about the impact of different captioned video genres and learner-related factors such as proficiency, working memory, and aptitude. The present study aims to evaluate how incidental vocabulary learning occurs in three genres of captioned videos (comedy, education, and documentary) and how individual differences in L2 proficiency level, working memory, and language aptitude affect outcomes. Forty-eight students at a university in China took part in this study. Form and meaning recognition tests were used as the pretests and posttests. Before watching the videos, participants completed two cognitive tests related to aptitude and working memory. The research findings support the effectiveness of captioned videos in the genres of comedy, education, and documentary for incidental vocabulary learning, specifically in form and meaning recognition. Additionally, the results suggest that learners’ proficiency level in the second language (L2) impacts this type of learning from these video genres. While working memory and aptitude did not significantly influence the vocabulary learning outcomes directly, they could have significant indirect effects on form and meaning recognition through English proficiency in the comedy and education genres. The study discusses relevant implications for incidental vocabulary learning from captioned viewing.

Original languageEnglish
JournalComputer Assisted Language Learning
DOIs
Publication statusAccepted/In press - 2024

Keywords

  • aptitude
  • captioned videos genres
  • Incidental vocabulary learning
  • L2 proficiency level
  • working memory

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