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Audiovisual Input and Second Language Learning
Edited by Carmen Muñoz and Imma Miralpeix
[Language Learning & Language Teaching 61] 2024
► pp. 25–48

The development of L1 and L2 reading skills from captioned-video viewing in primary school EFL learners

| Universitat de Barcelona | Universidad de O’Higgins
| Universitat de Barcelona
This investigation explored the extent to which captioned video viewing (11 episodes) fostered the development of L2 reading skills in a group of 92 L1-Spanish primary school learners of English (years 4 and 5). It also assessed the influence of L1- and L2-related factors on students’ reading performance over time. The analyses revealed learners’ significant improvement in L2 reading skills as a result of the treatment and that L2-related factors were stronger predictors than L1-related factors. One interesting finding was that the treatment also enhanced the development of L1 reading skills, particularly in the case of fifth graders. This outcome lent support to the idea that in early L2 learning stages, students rely on their L1 linguistic infrastructure to deal with L2 print.
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1The beneficial effects of captions
    • 2.2The relationship between L1 and L2 reading skills
    • 2.3The influence of L1- and L2-related factors on L2 reading performance
    • 2.4Reading efficacy
  • 3.Rationale and research questions
  • 4.Methodology
    • 4.1Participants
    • 4.2Treatment and procedures
    • 4.3Instruments
      • 4.3.1Spanish and English reading efficacy tests
      • 4.3.2EFL picture vocabulary test
      • 4.3.3Spanish text segmentation test
      • 4.3.4Questionnaire on L1-reading habits and attitude towards reading
    • 4.4Data analyses
  • 5.Results
    • 5.1Preliminary analyses
    • 5.2English reading efficacy
      • 5.2.1The development of L2 efficacy
      • 5.2.2The influence of age and L1- and L2-related factors on learners’ gains
      • 5.2.3The influence of L1- and L2-related factors on learners’ performance at pretest and posttest: L1 efficacy and L2 vocabulary
    • 5.3Spanish reading efficacy
      • 5.3.1The development of L1 efficacy
      • 5.3.2The influence of age and L1- and L2-related factors on learners’ gains
      • 5.3.3The influence of L1- and L2-related factors on learners’ performance at pretest and posttest: L2 efficacy, L1 segmentation and L1 reading habits
  • 6.Discussion
    • 6.1L2 efficacy
    • 6.2L1 efficacy
  • 7.Conclusion
  • Author queries
  • Acknowledgments
  • Note
  • References
  • Appendix
This content is being prepared for publication; it may be subject to changes.
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