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Audiovisual input has received increasing attention from the Second Language Acquisition (SLA) and the Computer-Assisted Language Learning (CALL) domains during the past few decades due to its vividness, authenticity, and easy accessibility. Videos with on-screen texts, as a widespread way of audiovisual input in second language (L2) teaching and l...
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Recent studies have shown that watching videos with dual subtitles can promote vocabulary learning. This study investigated the extent to which vocabulary learning may be enhanced through repeated viewings of dual-subtitled videos. A 3x3 counterbalanced experimental design was adopted to examine English as a foreign language (EFL) learners’ immedia...
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... Other studies found a significant positive effect (eg Lee & Mayer, 2015;Yang, 2014). Some scholars attributed the lack of a significant effect in caption research to overlooking speaker-related variables (eg modality preferences, caption reliance) (eg Kam et al., 2020; and the presence of study design issues such as using difficult videos or tests (eg Wei & Fan, 2022). ...
... Overall, existing evidence suggests a role for L2 proficiency in understanding captioned videos, although the direction of this effect is non-conclusive. This led some scholars to argue that both lower and upperlevel learners may equally benefit from captions if the video's language level is suitable for that learner group (eg Danan, 2004;Wei & Fan, 2022;Winke et al., 2010). ...
Technology-enhanced Second Language (L2) listening research has consistently found that the presence or absence of L2 captions influences L2 listening comprehension via videos. However, theoretical evidence based on First Language (L1) data suggests that video length is another variable that significantly impacts students’ comprehension and information retention. As such, this study examined two task-related variables (segmentation, captions) and their interactions with two important learner-related variables (working memory, L2 proficiency) on the L2 listening performance of 121 L2 English learners. The learners saw only one of the four video conditions: (1) 8-min continuous video with no caption, (2) 8-min continuous video with caption, (3) 4-min segmented videos with no caption, and (4) 4-min segmented videos with caption. Results showed that L2 learners demonstrated greater listening outcomes in captioned videos across video length conditions (4 min vs. 8 min). Working memory (WM) interacted with both segmentation and captions, showing that L2 learners with higher WM skills performed better in the 4-min segmented videos condition and the captioned video condition. L2 proficiency only interacted with segmentation, revealing that more proficient L2 learners exhibited better listening outcomes in the 4-min segmented videos condition. These findings highlight the influential role of video length in addition to captions in L2 listening comprehension and suggest that their effects are likely mediated by individual variation.
... In the context of second language acquisition, a distinction is made between captions and subtitles, based on the language of the video and the accompanying text. Indeed, a subtitle refers to the translation of the spoken language in the video (L2) into the viewer's native language (L1), whereas a caption is a written representation of the spoken language in the video in the same language as the audio (L2) (see Wei and Fan 2022;Montero Perez 2022). This difference is elaborated on page 18 of the book under review. ...
... Despite the mixed findings from the individual studies, results of a meta-analysis (Reynolds et al., 2022) and a review (Wei & Fan, 2022) on the topic suggest overall an advantage for L2 subtitles. One commonly provided explanation for the advantage of L2 subtitles over L1 is that L2 subtitles can help language learners segment the speech stream, facilitating form-meaning mapping (Peters, 2019;Peters et al., 2016;Winke et al., 2010) which is a missing feature when L1 subtitles are used (Wei & Fan, 2022). ...
... Despite the mixed findings from the individual studies, results of a meta-analysis (Reynolds et al., 2022) and a review (Wei & Fan, 2022) on the topic suggest overall an advantage for L2 subtitles. One commonly provided explanation for the advantage of L2 subtitles over L1 is that L2 subtitles can help language learners segment the speech stream, facilitating form-meaning mapping (Peters, 2019;Peters et al., 2016;Winke et al., 2010) which is a missing feature when L1 subtitles are used (Wei & Fan, 2022). ...
... Both studies were conducted with intermediate to advanced learners, therefore, we are unsure if the same advantage applies to low-proficiency learners. More research is needed to know if bilingual subtitles indeed bring the best of both worlds (of L1 and L2 subtitles) or merely introduce distraction to learners' limited cognitive resources, especially beginners (Wei & Fan, 2022). ...
This review paper explores the role of individual differences in second language vocabulary learning, focusing on three key factors: out-of-class exposure (e.g., viewing TV, playing video games and listening to songs), strategic vocabulary learning, and motivation. Individual differences significantly impact vocabulary learning, making it crucial to understand how these factors contribute to learning outcomes. Yet, previous reviews have mainly overlooked out-of-class exposure in their discussion of individual differences. The current review shows that the three factors can have a positive effect on lexical development. There are some points to consider such as the need for a large amount of input for outof-class exposure to be effective. Additionally, the review shows that both motivation and self-regulation are important for vocabulary learning and that they are positively related to vocabulary knowledge. It shows that more self-regulated and motivated students tend to have significantly larger and more developed vocabulary knowledge. By synthesizing findings from empirical studies on individual differences and vocabulary learning, this review provides insights into making vocabulary learning more effective.
... Despite the mixed findings from the individual studies, results of a meta-analysis (Reynolds et al., 2022) and a review (Wei & Fan, 2022) on the topic suggest overall an advantage for L2 subtitles. One commonly provided explanation for the advantage of L2 subtitles over L1 is that L2 subtitles can help language learners segment the speech stream, facilitating form-meaning mapping (Peters, 2019;Peters et al., 2016;Winke et al., 2010) which is a missing feature when L1 subtitles are used (Wei & Fan, 2022). ...
... Despite the mixed findings from the individual studies, results of a meta-analysis (Reynolds et al., 2022) and a review (Wei & Fan, 2022) on the topic suggest overall an advantage for L2 subtitles. One commonly provided explanation for the advantage of L2 subtitles over L1 is that L2 subtitles can help language learners segment the speech stream, facilitating form-meaning mapping (Peters, 2019;Peters et al., 2016;Winke et al., 2010) which is a missing feature when L1 subtitles are used (Wei & Fan, 2022). ...
... Both studies were conducted with intermediate to advanced learners, therefore, we are unsure if the same advantage applies to low-proficiency learners. More research is needed to know if bilingual subtitles indeed bring the best of both worlds (of L1 and L2 subtitles) or merely introduce distraction to learners' limited cognitive resources, especially beginners (Wei & Fan, 2022). ...
This review paper explores the role of individual differences in second language vocabulary learning, focusing on three key factors: out-of-class exposure (e.g., viewing TV, playing video games and listening to songs), strategic vocabulary learning, and motivation. Individual differences significantly impact vocabulary learning, making it crucial to understand how these factors contribute to learning outcomes. Yet, previous reviews have mainly overlooked out-of-class exposure in their discussion of individual differences. The current review shows that the three factors can have a positive effect on lexical development. There are some points to consider such as the need for a large amount of input for out of-class exposure to be effective. Additionally, the review shows that both motivation and self-regulation are important for vocabulary learning and that they are positively related to vocabulary knowledge. It shows that more self-regulated and motivated students tend to have significantly larger and more developed vocabulary knowledge. By synthesizing findings from empirical studies on individual differences and vocabulary learning, this review provides insights into making vocabulary learning more effective.
... It plays a crucial role in multimedia and audiovisual input modes and is generally considered beneficial to second language learning [1]. There is a subtle difference in the role of onscreen text between the two modes, which mainly derives from the difference in the features of animation in the multimedia input and video in the audiovisual input [2]. Given this, it is necessary to review how on-screen text works in different modes and, on that basis, to distinguish its impact on second language acquisition (SLA). ...
... On-screen text means text relating to the content of a video that is displayed on the screen either synchronously or asynchronously [2]. Three types of on-screen text are used frequently in SLA: subtitles, captions, and dual subtitles. ...
... During instructional processes in first language (L1) teaching, subtitles are considered more effective than one singular video [3,4]. In this regard, captions are more influential than subtitles in promoting second language learning, according to previous studies [2]. Dual subtitles are also considered beneficial for second language acquisition, but related research is limited. ...
As an essential component of multimedia input, on-screen text effectively enhances second language vocabulary, listening, and grammar learning. The on-screen text also benefits second language learning in on-screen texts+audio and on-screen texts+audio+video combined modes as an important part of audiovisual input. The principle that on-screen texts function in the two modes is supported by different theories, especially the Cognitive Load Theory and the redundancy principle within the cognitive theory of multimedia learning. After distinguishing the differences between animation in multimedia input and video in audiovisual input, this paper summarizes the characteristics of on-screen texts in promoting comprehension, avoiding redundant input, and reducing cognitive stress. This paper introduces three types of subtitles commonly used in second-language teaching, emphasizes the importance of keyword-highlighted subtitles, and reviews the development status of several other types of on-screen texts in the current research field.
... Nevertheless, as mentioned earlier, the literature is filled with such studies where the results may differ from one context to another depending on the learner's proficiency, cultural locus, and the films employed. Furthermore, most of the published material only deals with the short term impact of subtitles on learning or at least concerns only certain groups of learners, which means that the results of various investigations that relate to learner differences as well as to learning conditions fail to cast light on how varying learner characteristics and learning environments moderate the strategic employment or non-employment of subtitles in the long term (Wei & Fan, 2022;Alonso-Perez, 2019;Hsieh, 2020). Therefore, this research aimed at filling the above research gap by offering a systematic and integrated synthesis of the available literature on the effects of watching films with no subtitles on EFL learners listening comprehension abilities. ...
The purpose of the present work is to investigate the effects of English language films without subtitles on the listening comprehension of the mid-ability EFL learners. The research study that was conducted used a quasi-experimental design design and both quantitative and qualitative methods which included pre and post-test measures as well as focus group discussions. The subjects also included an experimental group which watched full films with no subtitle and a control group which equally watched the similar films with subtitles. These findings indicate that that the experimental group performed better than the control group in listening comprehension thus supporting the notion that elimination of subtitling aids in directing is attention and helps in the acquisition of inferential skills. The qualitative data also suggest that learners who watch the programs without subtitles paid more attention to the content listening to the dialogues while using contextual and visual context hence probably encouraging a more complex processing of the content. These findings indicate that although, with the help of subtitles spectators are initially comprehending the audio information, subsequent reliance on the subtitles harms the independent listening, which is essential for communication in real life. The study claims that there should be a gradual transition in the learner’s education process from using subtitles, so that the learners will be able to develop their own language learning capacity as well as prepare them for various communicative simulation.
... Therefore, audiovisual input has recently received increasing attention from many domains such as the Second Language Acquisition (SLA) and the Computer-Assisted Language Learning (CALL) because of its vividness, authenticity, and easy accessibility. Videos with on-screen subtitles can influence the performance of EFL/ESL learners as a way of L2 instruction (Wei & Fan, 2022). ...
The current study aimed at enhancing online reading speed and motivation of EFL learners through subtitled series as RSVP. For this purpose, 90 learners were divided into three groups: two experimental groups and one control group. The study follows a pre-post experimental mixed-method design. The results were statistically analyzed by using the one-way analysis of variance to compare the mean scores of the reading speed post-tests among groups and the t-test to compare the mean scores of the pre-post reading speed tests. To test online reading motivation, a 38-item questionnaire was prepared. Results revealed no significant differences between the two experimental groups on online reading speed tests and online reading motivation. However, there were significant differences between the pre and post online reading speed tests. A qualitative analysis was used to analyze learners’ attitudes toward using subtitled movies to enhance their online reading speed and motivation. Results showed that majority of students had positive attitudes toward subtitled movies. Accordingly, discussion and interpretation of these results were provided.
... Similarly, the terms acquisition and learning in the context of language can be used to refer to different processes in the way an L2 is learned. That is, while the former may involve an unconscious process as a consequence of an immersion experience in the L2, the latter implies an intentional learning process (Wei & Fan, 2022). Nevertheless, some researchers, as in our case, have opted to avoid a "strong opposition" between the terms since the process of gaining more knowledge in a language might imply similar efforts when acquiring or when learning an L2 (Douglas Fir Group, 2016;Muñoz, 2022). ...
... For instance, Pujadas and Muñoz (2020) explored in a controlled setting (i.e., during EFL classes) the effects of captions and subtitles on audiovisual material in the L2. The main findings were that EFL learners' comprehension was dependent on vocabulary knowledge, that is, low-proficiency EFL learners' comprehension of audiovisual material in the L2 improved with subtitles, while captions were favorable for EFL learners with high proficiency (see Wei & Fan, 2022 for an extensive review of L2 vocabulary learning with on-screen text). ...
Foreign language learners without an immersion experience are advised to partake in activities that enhance their language learning outside the classroom. The objectives of this study were to explore which forms of language practice English as a Foreign Language (EFL) learners engage in outside the classroom and whether this practice increases proficiency. The results showed that the most frequent forms of practice were academic activities (e.g., reading academic textbooks) and recreational activities (e.g., watching movies). In this study, EFL proficiency in participants correlated positively with age. Those with higher proficiency listened to English more frequently by watching movies in their free time than those with lower proficiency. We conclude that exposure to audiovisual material, such as movies, is an effective way to reinforce language learning outside the EFL classroom. Older learners with high English language proficiency reported practicing English more frequently in their free time, so watching movies may constitute an effective means of increasing L2 exposure outside the classroom.
... These days, the incorporation of multimedia in language classrooms has grown in popularity worldwide. Over the past years, such media has been extensively used in English language classrooms (Duffy, 2007;Wei & Fan, 2022). As such, it can be argued that this form of media is suitable for enhancing students' exposure to the language (Watkins & Wilkins, 2011). ...
This research aims to improve the vocabulary knowledge of Thai EFL students by using audio-visual aids as instructional tools. Hopefully, this study serves as an initial foundation to develop students’ vocabulary knowledge and benefit the pedagogical development in Thailand. Consequently, this research aimed to explore the effectiveness of audio-visual instruction in acquiring vocabulary knowledge, with a specific focus on the form-meaning links in Thai EFL primary school students. Additionally, this study investigated the students’ perceptions of audio-visual input in enhancing vocabulary knowledge. The study included one experimental group consisting of 51 sixth-grade students. Two tests were used to measure the reception and production of form-meaning links (L2-to-L1 Translation Test and L1-to-L2 Translation Test). A questionnaire was used to examine the students’ perceptions of the form-meaning links of vocabulary knowledge through audio-visual input. The results showed that the participants achieved higher scores on the reception and production tests of form-meaning links in the post-test than in the pre-test, revealing statistically significant differences. Furthermore, the students performed better on the reception test of the form-meaning link than on the production test in both time points, and the reception test was also higher in advancement than the production test. Finally, the reports demonstrated that the instructional intervention of form-meaning links of vocabulary knowledge (audio-visual input) positively benefits the development of students’ vocabulary. The findings suggest that students’ reception of vocabulary knowledge through audio-visual input is more advanced than their production of vocabulary knowledge. Moreover, the input of students’ vocabulary knowledge contributes to acquiring and developing their knowledge.
In recent years, studies have investigated “Subtitles as a Support” (SaS) and “Subtitling as a Task” (SaT) as two distinct approaches to audiovisual input, which have the potential to foster learners’ vocabulary. In line with the Involvement Load Hypothesis (ILH) (Laufer & Hulstijn, Applied Linguistics 22(1):1–26, 2001), Talaván (Porta Linguarum 6:41–52, 2006, p. 43) has assumed that vocabulary learning “is enhanced when subtitles are used not in a passive but in an active mode, being the students themselves the ones who create them”. This contribution addresses this assumption by means of a study in which almost 300 learners of L3-Dutch in German schools engaged with two Dutch short films, both as a more passive SaS- (sub-study 1) and a more active SaT-activity (sub-study 2). The results show that the effectiveness of SaS depends on the conditions used, with dual subtitles in L3-Dutch and L1-German yielding the highest scores. SaT also leads to significant vocabulary learning. The comparison of the sub-studies suggests that, overall, SaT is more beneficial for vocabulary acquisition than SaS, which in turn supports the ILH.
