Cartoon Videos with Learning Support: Investigating English for Young Learners’ Incidental Vocabulary Learning at Home Context

Despite increasing number of studies on incidental vocabulary learning through viewing in a foreign language, glosses, which have been proven to have facilitative effects in incidental vocabulary learning via other modes of input, have remained underexplored in audiovisual input. The current study investigates the effects of (1) traditional gloss (TG), (2) multiple-choice gloss (MCG) and (3) no gloss (NG) conditions on incidental L2 vocabulary learning through viewing animated short videos. Turkish-L1 upper-intermediate to advanced EFL learners (N = 127), who were randomly assigned to three conditions, watched three short, animated videos twice. The results revealed that while the MCG group and the TG group significantly outperformed the NG group in vocabulary meaning recall test, there was not a significant difference between the glossed conditions. The results also suggested that the participants learnt new words through interacting with MCGs. Furthermore, the participants’ prior vocabulary knowledge positively correlated with incidental vocabulary learning from the videos. The results are discussed within the framework of previous research and the Involvement Load Hypothesis.

RoLo: A dictionary interface that minimizes extraneous cognitive load of lookup and supports incidental and incremental learning of vocabulary

Working memory (WM) may be an essential component of incidental vocabulary learning and retention from captioned videos. However, how WM affects young learners’ incidental vocabulary learning under different types of captions remains unclear. The present study employs a between-subject research design. The main purpose is to examine how two types of WM— phonological short-term memory and complex WM—impact vocabulary learning outcomes incidentally learned and retained from three types of captioning: (1) glossed captions (GCs), (2) full captions (FCs), and (3) keyword captions (KCs). A total of 125 young learners (M age = 12.17, SD = 1.06) watched four videos and completed two vocabulary tests administered as pretest, posttest, and delayed tests. After treatment, participants completed two WM tasks: (1) an operation span test for measuring complex WM, and (2) a nonword repetition test for measuring phonological short-term memory. The findings reveal that (1) captioning types, particularly GCs, led to the best outcome in incidental vocabulary learning and retention, and (2) phonological WM provided a more predictive effect on incidental vocabulary learning and retention than complex WM. Phonological and complex WM may have different predictive effects on incidental vocabulary learning and retention under different types of captioning. Relevant implications were discussed based on these results.

Working memory means a lot in incidental vocabulary learning and retention. The present study examines the correlation between two types of working memory—complex working memory and phonological short-term memory—and incidental vocabulary learning from captioned videos. After conducting an empirical research to 125 young learners of English as a foreign language with two working memory tests: an operation span test, which measured complex working memory, and a non-word repetition test, which measured phonological short-term memory. It showed that complex working memory did not significantly predict the effects of captioning types on incidental vocabulary learning and retention. However, phonological working memory significantly affects incidental vocabulary learning and retention. The findings suggest that the role of working memory varies as a function of captioning types. Complex working memory and phonological short-term memory may have different predictive effects in incidental vocabulary learning and retention under different captioning types.

BackgroundDespite the potential of captioned videos, limited attention has been paid to the role of vocabulary knowledge (VK) and working memory (WM) in incidental vocabulary learning under different captioning conditions.ObjectivesThe present study aimed to bridge this gap by assessing VK and WM in incidental vocabulary learning under different captioning conditions.MethodsA total of 101 Chinese primary school students were assigned to one of the three conditions: watch fully captioned videos (n = 33), watch keyword captioned videos (n = 35), and watch videos without captions (n = 33). A vocabulary test measuring recognition and recall of form and meaning served as a pretest, posttest and delayed posttest. The learners also completed tests for VK and WM.Results and ConclusionsThe findings supported that both full captions and keyword captions made significant contributions to the incidental learning of form recognition and initial meaning recall and to the retention of form recognition but not of delayed meaning recall. The parameters of breadth and depth of VK and phonological WM impacted incidental vocabulary learning outcomes. The findings emphasized the important role of full captioning and keyword captioning for incidental vocabulary learning and the need to consider the role of VK and WM in incidental vocabulary learning from captioned videos.TakeawaysCaptioning is a promising tool for vocabulary learning, but individual differences in VK and WM should be considered to maximize the benefits of captioning on vocabulary learning.

This systematic literature review investigates the impact of L1 and L2 glosses on EFL learners' incidental vocabulary learning via reading. The review aims to synthesize and analyze existing empirical research on the topic, identify the most effective glossing method, and highlight reasons why some glosses may be more effective. The review's research questions are: (1) How is incidental vocabulary operationalized in these studies? (2) Do L1 and L2 glosses differ in their effect on incidental vocabulary learning? and (3) Why do some learners benefit from one type (L1/L2) of gloss more than the other? The review follows a systematic methodology, involving a comprehensive search using SCOPUS databases, rigorous inclusion/exclusion criteria, and data extraction and synthesis methods. The results suggest that L1 and L2 glosses have a positive effect on EFL learners' incidental vocabulary learning through reading, but there is a lack of consensus on which language is more effective. The review highlights the lack of gloss studies among Arabs.

First language (L1) vocabulary is typically acquired over many years of exposure to spoken and written language. In contrast, second language (L2) learners acquire vocabulary differently, as they often lack the same opportunities for extensive and natural exposure. Vocabulary learning is generally classified into two approaches: “intentional” and “incidental” (Webb, 2020). Intentional learning occurs when learners consciously focus on acquiring new language features. In contrast, incidental vocabulary learning takes place unintentionally, as a by-product of engaging in activities such as reading news articles, watching TV programs, and listening to songs. Given that it is impossible to provide explicit instruction for every vocabulary item in class, incidental learning plays a crucial role in the success of L2 learners. To date, most studies on incidental vocabulary learning in L2 have focused primarily on reading (Pellicer-Sánchez & Schmitt, 2010), and a growing body of research has begun to explore aural input and audiovisual materials (Peters & Webb, 2018). However, the extent to which vocabulary is acquired incidentally varies considerably across studies. These discrepancies are likely attributable to differences in participant characteristics, research methodologies, and treatment conditions. Therefore, research design and methods should be carefully considered, and the results of such studies should be interpreted with caution. In response to the growing research on incidental vocabulary acquisition, the recently published book Researching Incidental Vocabulary Learning in a Second Language edited by Mark Feng Teng and Barry Lee Reynolds provides an overview of the research of incidental vocabulary learning, including both traditional and newly introduced methodologies, results, and pedagogical recommendations for incidental vocabulary learning in instruction based on the synthesis of the previous research. [First paragraph of review]

Incidental L2 vocabulary learning from viewing captioned videos: Effects of learner-related factors

This study was to assess the spoken vocabulary knowledge and its role in incidental vocabulary learning from captioned television. The participants were a total of 87 minority students learning English as a foreign language in Australia. The breadth of their vocabulary knowledge was measured with a vocabulary size test, while the depth of their vocabulary knowledge was through an assessment of collocational and semantic relationships. The results indicated that (1) captioned videos are helpful for incidental vocabulary learning; (2) scores on the breadth and depth of vocabulary knowledge and incidental vocabulary learning from viewing captioned television are highly and positively correlated; and (3) scores on the depth of vocabulary knowledge can make a unique contribution to the prediction of incidental vocabulary learning at the form and meaning recognition level, in addition to the prediction afforded by scores on the breadth of vocabulary knowledge. The findings highlight a need to improve the depth of vocabulary knowledge for incidental vocabulary learning from captioned viewing.

Recent studies suggest incidental vocabulary learning (IVL) through audio-visual input to be effective for ESL vocabulary development. However, no research has been conducted on IVL gains from academic videos, an accessible, cost- and time-efficient educational tool. Furthermore, as studies suggest that students tend to have high motivation when videos are used during teaching, it is suggested that IVL gains could vary according to student motivation levels. Therefore, this research intends to address the gap of potential IVL gains for ESL learners through academic videos and its possible relationship with motivation. A total of 56 ESL pre-university students in an English-medium university in Malaysia participated in this study. IVL gains were measured through a modified Vocabulary Size Test including a target words test before and after watching the 10-minute academic video. Students’ motivation level was measured using a video motivation questionnaire. The results indicated a significant IVL gain with 0.78 (3.9%) of the target words learned on an average. However, no correlation was found between student motivation level and IVL gains. Therefore, results from this study may give an insight on how TESOL educators can integrate academic videos into innovative, formal and informal teaching practices to develop the vocabulary of ESL students through IVL.

Recent studies have explored English vocabulary learning in environments where students used mobile technologies for prescribed vocabulary learning tasks, or tested designed personalized learning systems to enhance student vocabulary learning for short periods of time in language related courses. Dictionary use via mobile devices has mostly been used for referential purposes. Referential use refers to applications that provide student access to content such as dictionaries, e-books, etc. at places where learning activities occur, taking advantage of the portability and mobility of mobile devices. Research on free student use of mobile devices to foster incidental vocabulary learning in non-English courses remains scant, and no in-depth studies have been carried out to investigate the value of dictionary use on mobile devices for incidental vocabulary learning in higher education. This one-year multiple-case study investigated undergraduate students' dictionary and other uses of Personal Digital Assistants (PDAs) to enhance their incidental vocabulary learning in an English as a Medium of Instruction (EMI) university. The research findings show: (a) the students made various uses of the PDA to improve their vocabulary learning, namely, referential, situated, constructive, reflective, explorative and conversing uses, (b) the students adopted integrated uses of the tools on the PDA and the computer for their incidental vocabulary learning, and (c) the integrated use of the PDA and the computer shaped the vocabulary learning activities and vice versa. These research results indicate that PDAs can be used in more flexible, novel and extended ways for English as a Foreign Language (EFL) vocabulary teaching and learning in higher education, taking student needs and contexts into consideration.

Vocabulary learning is a crucial aspect of language acquisition, and it can occur incidentally or deliberately. Incidental learning (also known as unintentional learning) indicates learning new words while reading or listening to spoken language. Deliberate learning, on the other hand, involves the intentional effort to learn new words through activities such as studying vocabulary lists, using flashcards, practicing with vocabulary exercises, or using a dictionary Both incidental and deliberate vocabulary learning have their advantages and disadvantages. Incidental learning is more natural and occurs in a context, which makes it more likely that new words will be remembered and used correctly. However, it can also be unpredictable and unreliable, as learners may not encounter the same vocabulary frequently enough to remember it. Deliberate learning, on the other hand, is more systematic and provides learners with more control over their learning. However, it can be less engaging and may not always lead to the same depth of understanding as incidental learning. 80 secondary school students were randomly selected to take part in the study, and they were assigned to one of three groups: an experimental group that received instructions on deliberate vocabulary learning techniques, an experimental group that received instructions on incidental vocabulary learning techniques, and a control group that received no instructions. For two weeks, the experimental groups received six hours of instruction in their chosen vocabulary learning strategies. Students in the deliberate vocabulary learning group learned how to learn new words by using techniques like flashcards, making mnemonic devices, and practicing with vocabulary drills. The students in the incidental vocabulary learning group were instructed to use guessing strategies to determine the meaning of new words while reading or listening. All participants took a vocabulary test following the instruction period, which evaluated their retention of the definitions of the words they had learned. The outcomes revealed that both experimental groups outperformed the control group by a significant margin, demonstrating the efficacy of both deliberate and accidental vocabulary learning techniques for enhancing vocabulary acquisition. The deliberate and incidental vocabulary learning groups performed similarly, which is interesting because it suggests that both methods are equally effective. To investigate the long-term effects of deliberate and accidental vocabulary learning techniques, additional research is required. It is crucial to keep in mind that this study concentrated on short-term vocabulary acquisition. The results of this study demonstrate that both deliberate and accidental vocabulary learning strategies can enhance secondary school students' vocabulary acquisition. Both educators and students can combine the two approaches to develop a robust vocabulary in a foreign language.

The objective of this study was to identify the effect of watching captioned English on incidental vocabulary learning among gifted eighth grade students of SMPN 3 Bissappu. Pre-experimental design was used with the population of SMPN 3 Bissappu eighth grade students in the academic year of 2022/2023. Through the purposive sampling technique 24 students from eight classes were selected as the sample of this study. Meaning and recall vocabulary test which was delivered as the pretest and the post-test was chosen as the instrument. The findings of this study implied that watching captioned English video affect the students’ incidental vocabulary learning. The mean score of students’ pretest was 61.41 which is lower than students’ post-test with a mean of 76. Indicating a 24% of improvement. Which means the students learn vocabulary without the intention of doing so. It could be concluded that watching captioned English video has an effect on increasing students’ incidental vocabulary learning.Key words—Vocabulary, captioned English Video, Incidental Vocabulary Learning

The widespread of digital games presents valuable opportunities for incidental vocabulary learning (IVL), where players encounter and process language content during online gameplay. The recently published Massively Multiplayer Online Role-Playing Games (MMORPGs) further enhances the opportunity for IVL due to their rich narrative environments, interactive design, and exposure of players to authentic lexical input within meaningful contexts. In tandem with this development, this study seeks to explore how the game features of MMORPGs impact ESL learners’ IVL during gameplay sessions, as well as their overall English language proficiency test performance. A total of 16 ESL game players who have experience playing online games were recruited for the study. The participants were required to play Lost Ark for 60 hours, and their interactions during the gameplay sessions were video recorded. The participants were interviewed, and the sessions were audio recorded. The findings from the interviews revealed that (1) the narrative nature of the game’s storyline in the MMORPG promotes ESL learners’ IVL, and (2) the in-game cutscenes motivate ESL learners to engage in IVL. These findings suggest that the game features in MMORPGs could influence ESL learners’ mastery of English language, whereby they act as a catalyst to enable ESL learners to experience IVL during gameplay.

There is a great deal of variation in gains found between studies of second language (L2) incidental vocabulary learning, as well as many factors that affect learning. This meta-analysis investigated the effects of exposure to L2 meaning-focused input on incidental vocabulary learning with an aim to clarify the proportional gains that occur through meaning-focused learning. Twenty-four primary studies were retrieved providing 29 different effect sizes and a total sample size of 2,771 participants (1,517 in experimental groups vs. 1,254 in control groups). Results showed large overall effects for incidental vocabulary learning on first and follow-up posttests. Mean proportions of target words learned ranged from 9–18% on immediate posttests, and 6–17% on delayed posttests. Incidental L2 vocabulary learning gains were similar across reading (17%, 15%), listening (15%, 13%), and reading while listening (13%, 17%) conditions on immediate and delayed posttest. In contrast, the proportion of words learned in viewing conditions on immediate posttests was smaller (7%, 5%). Findings also revealed that the amount of incidental learning varies according to a range of moderator variables including learner characteristics (L2 proficiency, institutional levels), materials (text type and audience), learning activities (spacing, mode of input), and methodological features (approaches to controlling prior word knowledge).