A synthesis of research on L2 vocabulary learning through audiovisual input and on-screen text

2025/06/24 by Injung Wi, Frank Boers · 1 voice
Arts and Humanities · #Subtitles and Audiovisual Media

paper · pdf · doi:10.29140/dal.v3.102774

openalex publication_date 2025/06/24 · openalex created_date 2025/10/10 · openalex updated_date 2026/06/14

Abstract

Given the cognitive and pedagogical affordances of audiovisual materials and ongoing technological advancements, there is an increasing need to explore how they can be optimized for effective second language (L2) learning (Montero Perez, 2022). The multimodal nature of audiovisual input, particularly when enhanced with on-screen text, offers significant potential for developing multifaceted vocabulary knowledge. This narrative review synthesizes key theoretical frameworks, including Mayer’s Cognitive Theory of Multimedia Learning (Mayer, 2021), Krashen’s Input Hypothesis (Krashen, 1982), Vygotsky’s Zone of Proximal Development (ZPD) (Vygotsky, 1978), and Bjork’s Desirable Difficulties (Bjork, 1994), alongside recent empirical findings. We examine the pedagogical potential of various types of on-screen text (e.g., L1 captions, L2 captions, and bilingual subtitles), identify gaps in the existing literature, discuss methodological challenges and highlight promising directions for future research. By doing so, this review seeks to deepen our understanding of how audiovisual input enhanced with on-screen text can support the development of complex L2 vocabulary knowledge in an increasingly digital learning landscape.

Citations

• A Comparison of the Effects of Reading and Listening on Incidental Vocabulary Acquisition
• The Role of Consciousness in Second Language Learning1
• Nine Ways to Reduce Cognitive Load in Multimedia Learning
• HOW DOES PRIOR WORD KNOWLEDGE AFFECT VOCABULARY LEARNING PROGRESS IN AN EXTENSIVE READING PROGRAM?
• INCIDENTAL VOCABULARY ACQUISITION THROUGH VIEWING L2 TELEVISION AND FACTORS THAT AFFECT LEARNING
• Learning vocabulary with the support of sustained exposure to captioned video: do proficiency and aptitude make a difference?
• Extensive viewing of captioned and subtitled TV series: a study of L2 vocabulary learning by adolescents
• Learning L2 constructions from captioned audio-visual exposure: The effect of learner-related factors
• Conceptual and design thinking for thematic analysis.
• Audio-visual input for learning L2 vocabulary and grammatical constructions
• Second or foreign language learning through watching audio-visual input and the role of on-screen text
• Effectiveness of captioned videos for incidental vocabulary learning and retention: the role of working memory

Discussions

• 🎬 Can subtitles boost L2 vocab? DAL Vol. 3 says yes—captions + videos = smarter language learning! 🔗 doi.org/10.29140/dal... #Subtitles #L2Learning #AppliedLinguistics #DigitalEd [bsky, 0 points, 0 comments]