Abstract
This study investigated the effect of flash stories with or without subtitle on incidental vocabulary acquisition of elementary learners. To this end, two experimental groups and one control group were selected. The data was gathered through a 5-point vocabulary knowledge scale. After random assignment of the participants into three groups, they were given the same pre- and post-test before and after the treatment. An ANCOVA was used to compare the effectiveness of each language material on incidental vocabulary acquisition (IVA) of the learners. The results revealed that flash stories resulted in more IVA of the respondents than reading subtitles as text.
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