Vocabulary learning through videos: captions, advance-organizer strategy, and their combination

Abstract

This study intended to examine L2 young learners’ vocabulary learning (i.e. form, meaning, and use). The research design involved a 2 (advance-organizer strategy: present vs. absent) × 4 (caption type: glossed full captions, glossed keyword captions, full captions, keyword captions) between-subjects design. A total of 240 Chinese ESL primary school students were recruited and randomly and equally assigned to eight conditions. Findings revealed that captioned videos produced significant effects on learning regarding the three dimensions of vocabulary knowledge. Glossed full captions were found to be the most effective caption type. Administration of the advance-organizer strategy also resulted in better gains in learning form, meaning, and use than the absence of this strategy. The combination of the advance-organizer strategy and glossed full captions led to the best learning performance for each dimension of vocabulary knowledge. Relevant pedagogical implications, including use of the advance-organizer strategy and captions, are provided.

Keywords:

• Advance-organizer strategy
• captions
• glossed full captions
• vocabulary learning
• vocabulary knowledge

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

(Mark) Feng Teng

(Mark) Feng Teng is a language teacher educator with extensive teaching and research experience in China. His professional interests include metacognition and L2 writing, and L2 vocabulary acquisition. He has published widely in international flagship journals, including Language Teaching Research, Applied Linguistics, TESOL Quarterly, Applied Linguistics Review, Computers & Education, and others. He has edited several special issues for international journals, including Asian EFL and Journal of Writing Research.