Vocabulary Learning Through Viewing Captioned or Subtitled Videos and the Role of Learner-and Word-Related Factors

Oct 15, 2026

Study of incidental vocabulary learning through captioned or subtitled videos examines how learner-related factors (prior vocabulary knowledge) and word-related factors (frequency of occurrence, cognateness, and imagery) shape learning gains. Low-intermediate Dutch-speaking learners of French (N=86) completed a four-week intervention, assigned to subtitles, captions, or control groups. Vocabulary gains were measured via form/meaning recognition and meaning recall. Findings show learners achieved about 15% of possible vocabulary gains; captions improved recall, and cognateness mediated recognition and recall after the posttest.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages21

Reading Time53 min

AccessFree to download

Introduction

Literature Review

Incidental Vocabulary Learning through Watching Videos with L1 and L2 Subtitles

calico journal (online) issn 2056–9017 Article Vocabulary Learning Through Viewing Captioned or Subtitled Videos and the Role of Learner-and Word-Related Factors Isabeau Fievez 1, MaribelMontero Perez2, Frederik Cornillie3, and Piet Desmet4 Abstract This study investigates incidental vocabulary learning through captioned or subtitled videos and examines whether and how different learner- (prior vocabulary knowledge) and word-related factors (i.e., frequency of occurrence, cognateness, and imagery) influence learning gains from watching videos. Low-intermediate Dutch-speaking learners of French (N=86) took part in a four week intervention program. They were assigned to a subtitles group, a captions group, or a control group (who only took the tests). Vocabulary learning was measured by means of form and meaning recognition, as well as meaning recall tests. Results revealed that participants learned approximately 15% of the vocabulary they could have learned. Both treatment groups outperformed the control group in the meaning recognition test, but only the captions group outperformed the control group in the meaning recall test. Learning gains were mediated by cognateness with significantly higher odds to recall and recognize a cognate on the posttest than a noncognate. Frequency of occurrence and prior vocabulary knowledge had a positive effect on L2 learners’ ability to recall and recognize the meaning of the target words. A positive relationship was also Affiliations 1Department of Linguistics, KU Leuven, Belgium and ITEC, imec research group at KU Leuven, Belgium. email: isabeau.fievez@kuleuven. be 2Department of Linguistics, Ghent University, Belgium. email: maribel.monteroperez@ugent.be 3Department of Linguistics, KU Leuven, Belgium and ITEC, imec research group at KU Leuven, Belgium. email: [frederik.cornillie@kuleuven.be](frederik.cornillie@kuleuven.be) 4Department of Linguistics, KU Leuven, Belgium and ITEC, imec research group at KU Leuven, Belgium. [email: ](email: piet.desmet@kuleuven.be)[piet.desmet@kuleuven.be](email: piet.desmet@kuleuven.be) calico journal vol 37.3 2020 233–253 [https://doi.org/10.1558/cj.39370](https://doi.org/10.1558/cj.39370) ©2020, equinox publishing 234 Vocabulary Learning Through Viewing found between target words that were visually represented in the video and learners’ meaning recall scores for those words. Keywords:incidental vocabulary learning; videos; captions; frequency of occurrence; imagery. 1. Introduction In the past decades, the research fields of second language acquisition (SLA) and computer-assisted language learning (CALL) have shown an increased interest in the potential of audio-visual input for incidental vocabulary learning (Montero Perez & Rodgers, 2019). Through the growing offer of digital platforms for video distribution, such as YouTube and Netflix, second language (L2) learners now have a plethora of opportunities to engage with authentic audio-visual L2 input, primarily outside formal learning contexts but also in the classroom. Numerous studies have investigated whether watching videos with subtitles or captions—on-screen text in the L1 or the L2 respectively—results in incidental vocabulary learning gains (e.g., Peters, Heynen, & Puimège, 2016). Yet, findings with regard to the differential impact of L1 and L2 subtitles on various aspects of word knowledge remain inconclusive. In addition, most studies on incidental vocabulary learning through viewing have made use of short clips in single treatment sessions (e.g., Montero Perez, Peters, & Desmet, 2018), whereas one of the indisputable tenets of L2 incidental language learning theories is that exposure to the language is fundamental (Nation, 2013). In addition, there is beginning evidence that several learner-and word-related factors influence vocabulary gains through viewing (e.g., Peters, 2019), but little is known about their role in studies using multiple viewing ses

FAQs

How does watching captioned or subtitled videos affect incidental vocabulary learning?

The study evaluates incidental vocabulary learning gains from captioned or subtitled video viewing across meaning recognition and meaning recall measures.

What role do learner-related factors play in learning gains?

Prior vocabulary knowledge shows a positive effect on learners’ ability to recall and recognize the meanings of target words.

Which word-related factor mediates learning gains?

Cognateness mediates learning gains, with significantly higher odds to recall and recognize cognates on the posttest than noncognates.

Oct 15, 2026

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