The effects of enhancing L2 multiword items in captions: An approximate replication of Majuddin, Siyanova-Chanturia, and Boers (2021)

Abstract

Abstract Studies investigating the acquisition of multiword items (MWIs) from reading have furnished evidence that the likelihood of acquisition improves considerably if such items are typographically enhanced (e.g., bolded or underlined) in the texts. In the case of captioned audio-visual materials, however, an earlier study by the authors did not find such compelling evidence. In that study, indications of an effect emerged only when the same video was watched twice. Arguably, for learners to benefit more immediately from typographic enhancement in captions, they may need to be made aware of its purpose beforehand. The present article therefore reports an approximate replication of Majuddin et al. (2021), but this time the students were informed about the MWI-learning purpose of watching the video. As in the original study, the learners watched a video once or twice with standard captions, with captions in which MWIs were enhanced, or without captions. The positive effect of enhancement for MWI learning was clearer than in the original study, and it already emerged after a single viewing. On the downside, enhancement was found to have a negative effect on lower-proficiency learners' comprehension of the content of the video.