Vocabulary learning through dual-subtitled videos: Translation-based interventions as output

This quasi-experimental study explored the role that translation-based previewing interventions might play in fostering incidental vocabulary learning through audiovisual input. We investigated the effects of viewing dual-subtitled videos on EFL learners’ immediate vocabulary gains and vocabulary retention under an output-input viewing condition and an input-only viewing condition. A total of 38 Chinese-speaking intermediate EFL learners, who were studying at university, participated in this study. A counterbalanced 2×2 experimental design was utilised to allow all participants to experience vocabulary learning in both viewing conditions. Between-group and within-group results indicated that viewing dual-subtitled videos under an output-input viewing condition may lead to a significantly stronger level of immediate vocabulary gains and vocabulary retention compared to an input-only viewing condition. The article ends with a discussion on how the incorporation of translation-based activities prior to viewing dual-subtitled videos may help students to foster incidental vocabulary learning. This study contributes to the literature on language learning through audiovisual materials by providing empirical evidence which suggests that previewing interventions with the use of translation activities may help mediate the effects of incidental vocabulary learning through dual-subtitled video viewing.