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The effects of textual enhancement on young learners’ attention and vocabulary acquisition through captioned cartoons

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This study aimed to analyze the effects of textual enhancement of captions on vocabulary acquisition by 17 L1-Spanish/Catalan primary school learners of English in fifth grade. Participants watched 11 episodes of a children’s television series. They were divided into two groups: one watched the videos with regular captions, and one with enhanced captions, where target words were bolded and highlighted in yellow. Vocabulary gains were assessed through pre- and post-tests that tapped into form recall and form recognition. Results showed higher learning in the enhanced captions group, particularly in terms of form recognition. Additionally, an eye-tracking analysis showed that the enhanced-captions group had longer fixation durations initially, but the difference disappeared by the end of the intervention.

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Versió postprint del capítol de llibre publicat a: https://doi.org/10.1075/lllt.61.03fin

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Capítol del llibre: Muñoz, C, Miralpeix, I. (Eds.), Audiovisual input and second language learning , John Benjamins, 2024, [ISSN: 1569-9471,  Language Learning & Language Teaching 61], pp.48-73

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Llibres / Capítols de llibre (Llengües i Literatures Modernes i Estudis Anglesos)

# metadata.dc.title[].value
The effects of textual enhancement on young learners’ attention and vocabulary acquisition through captioned cartoons