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Enhancing Vocabulary Learning Through Captioned Video: An Eye‐Tracking Study
Author(s) -
MONTERO PEREZ MARIBEL,
PETERS ELKE,
DESMET PIET
Publication year - 2015
Publication title -
the modern language journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.486
H-Index - 83
eISSN - 1540-4781
pISSN - 0026-7902
DOI - 10.1111/modl.12215
Subject(s) - closed captioning , vocabulary , computer science , fixation (population genetics) , vocabulary learning , test (biology) , word (group theory) , natural language processing , incidental learning , eye tracking , duration (music) , speech recognition , multimedia , artificial intelligence , psychology , linguistics , cognitive psychology , image (mathematics) , paleontology , population , philosophy , art , demography , literature , sociology , biology
This study investigates the effect of two attention‐enhancing techniques on L2 students' learning and processing of novel French words (i.e., target words) through video with L2 subtitles or captions. A combination of eye‐movement data and vocabulary tests was gathered to study the effects of Type of Captioning (full or keyword captioning) and Test Announcement, realized by informing (intentional) or not informing (incidental) learners about upcoming vocabulary tests. The study adopted a between‐subjects design with two independent variables (Type of Captioning and Test Announcement) resulting in four experimental groups: full captioning, incidental; full captioning, intentional; keyword captioning, incidental; keyword captioning, intentional. Results indicated that learners in the keyword groups outperformed the other groups on the form recognition test. Analyses of learners' total fixation and second pass time on the target words revealed a significant interaction effect between Type of Captioning and Test Announcement. Results also suggest that second pass as well as total fixation duration and word learning positively correlated for learners in the full captioning, intentional group: The longer their fixations on a given word, the more likely correct recognition became. Results are discussed in relation to attention and word learning through video.