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Audiovisual Input and Second Language Learning
Edited by Carmen Muñoz and Imma Miralpeix
[Language Learning & Language Teaching 61] 2024
► pp. 49–75

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

| Universitat de Barcelona
| Universitat de Barcelona
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.
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Vocabulary acquisition through multimodal input
    • 2.2Textual enhancement in captions and the role of attention
    • 2.3Young learners and enhanced attention
  • 3.Methodology
    • 3.1Participants
    • 3.2Audiovisual material: Charlie and Lola
    • 3.3Target words
    • 3.4Instruments
      • 3.4.1EFL picture vocabulary test
      • 3.4.2Pre- and post-tests
    • 3.4Procedure
    • 3.5Data analysis
      • 3.5.1Vocabulary tests
      • 3.5.2Eye-tracking data
  • 4.Results
    • 4.1Vocabulary acquisition through multimodal input
    • 4.2The effects of textual enhancement
    • 4.3Attention behavior at two times
  • 5.Discussion
  • 6.Conclusion
  • Author queries
  • Acknowledgements
  • Notes
  • References
This content is being prepared for publication; it may be subject to changes.
References (36)
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