Vocabulary Acquisition through Viewing Captioned and Subtitled Video: A Scoping Review and Meta-Analysis

Reynolds, Barry Lee; Cui, Yanwen; Kao, Chian-Wen; Thomas, Nathan

doi:10.3390/systems10050133

Cited by 16 publications

(9 citation statements)

References 80 publications

(180 reference statements)

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“…The study by Putra (2014), Gomathi et al (2017), Oladunjoye (2017), andReynolds et al (2022) also found that the ability of students improved after watching films with subtitles. To conclude, the EFL students felt the development of their ability to master English vocabulary through the prototype video clips with subtitles better than before.…”

Section: Discussionmentioning

confidence: 92%

“…Therefore, using video clips with subtitles from YouTube videos, English vocabulary learning is very helpful in implementing integrated skill-based learning. Subtitles could contextually enhance students' understanding of English expressions and assist them in acquiring new English words and idioms (Halimah et al, 2021;Kanellopoulou, 2019;King, 2002;Negi & Mitra, 2022;Reynolds et al, 2022;Taka, 2021). Likewise, Zanón (2006) asserted that the text assists most students in monitoring the words or sentences from the dialogue that might disappear.…”

Section: Video Subtitle For Efl Instructionmentioning

confidence: 99%

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Language Education: Conceptual and Practical Explorations (LECPE 2022)

2022

JSSH

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Implementing the online learning process requires qualified EFL teachers as agents of change to get hold of effective learning resources to help students achieve learning goals.This pilot study explores EFL students' perceptions from two private Islamic senior high schools in urban areas in Aceh Province, Indonesia, towards using video clips with subtitles (bimodal of English-Indonesian) while learning English in the classroom. The study applied the mixed-methods design by disseminating a questionnaire to 78 participants and conducting a semi-structured interview with ten selected participants. Findings revealed that most students positively perceived using subtitled video clips in learning English vocabulary. However, some encountered setbacks in learning English words due to the poor use of the elements in the video clip subtitles. Therefore, the subtitling procedures still need revisiting to assist students better in digesting subtitled movies in a more wellorganized manner.

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Section: Discussionmentioning

confidence: 92%

Section: Video Subtitle For Efl Instructionmentioning

confidence: 99%

Language Education: Conceptual and Practical Explorations (LECPE 2022)

2022

JSSH

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“…This meta-analysis focused on studies in which the perceived goal of task completion among students was to comprehend the content of reading, listening, or viewing materials rather than to learn new vocabulary. The study did not use glossing or captioned videos in the treatment condition. Meta-analytic reviews examining glossing and captioning effects on vocabulary learning are available elsewhere (see Yanagisawa et al (2020) and Ramezanali et al (2020) for glossed reading; Montero Perez et al (2013) and Reynolds et al (2022) for L1 and L2 subtitling). The study ensured that prior knowledge of target words was little to none by using one of the following design features: using pseudowords, pilot testing target words, or administering pretests 1 The study concerned L2 vocabulary acquisition, not L1 acquisition. The study adopted a between-participants design and included a control condition in which participants were not expected to be exposed to target words.…”

Section: Methodsmentioning

confidence: 99%

“…The study did not use glossing or captioned videos in the treatment condition. Meta-analytic reviews examining glossing and captioning effects on vocabulary learning are available elsewhere (see Yanagisawa et al (2020) and Ramezanali et al (2020) for glossed reading; Montero Perez et al (2013) and Reynolds et al (2022) for L1 and L2 subtitling).…”

Section: Methodsmentioning

confidence: 99%

How effective is second language incidental vocabulary learning? A meta-analysis

2023

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There is a great deal of variation in gains found between studies of second language (L2) incidental vocabulary learning, as well as many factors that affect learning. This meta-analysis investigated the effects of exposure to L2 meaning-focused input on incidental vocabulary learning with an aim to clarify the proportional gains that occur through meaning-focused learning. Twenty-four primary studies were retrieved providing 29 different effect sizes and a total sample size of 2,771 participants (1,517 in experimental groups vs. 1,254 in control groups). Results showed large overall effects for incidental vocabulary learning on first and follow-up posttests. Mean proportions of target words learned ranged from 9–18% on immediate posttests, and 6–17% on delayed posttests. Incidental L2 vocabulary learning gains were similar across reading (17%, 15%), listening (15%, 13%), and reading while listening (13%, 17%) conditions on immediate and delayed posttest. In contrast, the proportion of words learned in viewing conditions on immediate posttests was smaller (7%, 5%). Findings also revealed that the amount of incidental learning varies according to a range of moderator variables including learner characteristics (L2 proficiency, institutional levels), materials (text type and audience), learning activities (spacing, mode of input), and methodological features (approaches to controlling prior word knowledge).

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“…Mobile phones in the classroom allow students to record audio or video, take pictures of lecturers' instructions on the board or screen, share study-related documents among their peers, and enhance communications with teachers beyond the class. Mobile phones have provided essential assistance to college students in class [3][4][5], in finishing coursework [6], and in exam preparation [7]. As digital natives, students believe that smartphones have become an integral part of their lives [8].…”

Section: Introductionmentioning

confidence: 99%

Exploring Undergraduate Students’ Digital Multitasking in Class: An Empirical Study in China

et al. 2023

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UN’s 2030 Agenda for Sustainable Development highlights the crucial role of education in securing a promising future for humanity, especially in today’s digital era. However, the prevalence of smartphones has fostered an increase in students’ usage and subsequent digital multitasking tendencies, posing a significant threat to education process, especially in higher education. To gain further insights into this phenomenon, this exploratory descriptive study surveyed 519 students from China university to investigate the magnitude of students’ digital multitasking, motivation behind digital multitasking, and beliefs about reducing phone use. The study found that, (1) despite many respondents reporting the existence of phone limits, no possible reduction in phone use frequency was observed; (2) digital multitasking was positively correlated with mobile phone dependence and non-study motivation; (3) while a majority (86.71%) students expressed their intent to reduce digital multitasking, they were mostly hesitant to follow the moderate or strict rules on phone use; (4) no clear consensus was established (49.90% vs. 50.10%) regarding whether schools should pose more restrictions to encourage such reduction. Our research provides further insights into students’ digital multitasking to improve learning quality and sustainable education.

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Vocabulary Acquisition through Viewing Captioned and Subtitled Video: A Scoping Review and Meta-Analysis

Cited by 16 publications

References 80 publications

Language Education: Conceptual and Practical Explorations (LECPE 2022)

Language Education: Conceptual and Practical Explorations (LECPE 2022)

How effective is second language incidental vocabulary learning? A meta-analysis

Exploring Undergraduate Students’ Digital Multitasking in Class: An Empirical Study in China

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