TY - JOUR
T1 - Incidental vocabulary learning from captioned video genres
T2 - proficiency, working memory, and aptitude
AU - Teng, Mark Feng
N1 - Publisher Copyright:
© 2024 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2024
Y1 - 2024
N2 - 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.
AB - 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.
KW - aptitude
KW - captioned videos genres
KW - Incidental vocabulary learning
KW - L2 proficiency level
KW - working memory
UR - http://www.scopus.com/inward/record.url?scp=85210082994&partnerID=8YFLogxK
U2 - 10.1080/09588221.2024.2421517
DO - 10.1080/09588221.2024.2421517
M3 - Article
AN - SCOPUS:85210082994
SN - 0958-8221
JO - Computer Assisted Language Learning
JF - Computer Assisted Language Learning
ER -