Background: Vocabulary learning in a second language (L2) encompasses crucial aspects, including single words and collocations. Research indicates that L2 learners can incidentally learn single words from captioned videos, but less is known about the incidental learning outcomes of collocations, let alone the differences in learning gains for…

Whether visual information belongs in second language (L2) listening tests has long been a subject for scholarly debate, with L2 learners' performance on and perceptions of video-based tests being the primary sources of evidence. The research into L2 teachers' perceptions, however, is scarce, as is the research into stakeholders' views of content…

This current study examined the effects of full captions (n = 37), keyword captions (n = 38), and no captions (n = 37) on students' ability to gain pictorial knowledge from a 5 minutes and 52 seconds French language video. After completing a pre-vocabulary recognition test to determine the level of equality between groups, students watched the…

This study investigates the effects of input-based and output-based instructions on the acquisition of second language (L2) request modifiers. Four intact classes were randomly assigned to textual enhancement (TE), input flooding (IF), output-based instruction (OI), and control (CO) groups. The TE group watched some captioned videos on requests…

There has been limited research on the efficacy of captioned second language (L2) television in facilitating the incidental acquisition of multiword expressions (MWEs). The present study aims to fill this gap. Additionally, this study examines the role of typographic enhancement and repetition. One-hundred and twenty-two L2 learners were assigned…

This study investigated the effects of four subtitle modes on the listening comprehension of TED (Technology, Entertainment, Design) talks and academic vocabulary learning of intermediate (non-English major) and advanced (English major) English as foreign language (EFL) learners. A total of 272 Chinese college sophomore students were randomly…

This paper focuses on Partial and Synchronized Caption (PSC) as a tool to train L2 listening and introduces new features to facilitate speech-related difficulties. PSC is an intelligent caption that extensively processes the audio and transcript to detect and present difficult words or phrases for L2 learners. With the new features, learners can…

The study explored the educational potential of the application of student-generated digital visual content for learning English as a second language (ESL) by undergraduate students enrolled in the course Foreign Language which is actually Introduction to Legal English. This study used a mixed-methods approach. The researchers designed a…

The present study deals with the effect of audio-visual material for second language (L2) pragmatic learning in the foreign language classroom. More specifically, it analyzes whether being exposed to captioned and non-captioned input in an experimental condition entailing no instruction on pragmatics might have any influence on the learners'…

Research seems to show that captions and subtitles are generally beneficial to learners of English as an Additional Language (EAL), but some research does contradict this. Research on slideware and slide design seems to focus more on attractiveness of slides and less on educational effectiveness. However, research on slide design and specific…

This study investigated the effects of captions on the listening comprehension of vlogs. A total of 96 EFL learners watched three vlogs under one of three conditions: L2 captions, L1 captions, and no captions. Each group included low-, mid-, and high-level proficiency learners. The vlogs differed in the pictorial support of the audio, with Vlog 1…

This study investigated how video caption type affected vocabulary learning and listening comprehension of low-intermediate Chinese-speaking learners of English. Each video was presented twice with one of the five caption types: (1) no caption (NC), (2) full caption with no audio (FCNA), (3) full caption (FC), (4) full caption with highlighted…

Video captioning has been investigated extensively in the Computer-Assisted Language Learning (CALL) literature to aid second language vocabulary acquisition. However, a little is known about how video captioning could foster learners' pronunciation, which is a component of second language vocabulary acquisition proposed by Nation (Nation,…

This study investigated the most effective way to present an instructional video that contains words in the students' second language. Korean-speaking university students received a 16-min video lesson on Antarctica that included English narration (video + narration group), English text subtitles (video + text group), or English narration with…

This study examines the effects of an English vocabulary video on second language vocabulary learning by English as a foreign language (EFL) learners. The conceptual framework is underpinned by Mayer's (2005) Cognitive Theory of Multimedia Learning. The participants were 25 undergraduate students studying at a Thai university. To collect data,…