eprintid: 10155145
rev_number: 7
eprint_status: archive
userid: 699
dir: disk0/10/15/51/45
datestamp: 2022-09-07 07:55:20
lastmod: 2022-09-07 07:55:20
status_changed: 2022-09-07 07:55:20
type: article
metadata_visibility: show
sword_depositor: 699
creators_name: Reynolds, Barry Lee
creators_name: Cui, Yanwen
creators_name: Kao, Chian-Wen
creators_name: Thomas, Nathan
title: Vocabulary Acquisition through Viewing Captioned and Subtitled Video: A Scoping Review and Meta-Analysis
ispublished: pub
divisions: B14
divisions: J77
divisions: B16
divisions: UCL
keywords: captioning; incidental learning; intentional learning; meta-analysis; subtitling; systematic review; video; vocabulary acquisition; vocabulary knowledge
note: This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
abstract: As access to video-viewing technology has increased, so has researchers’ interest in understanding how the viewing of captioned and subtitled videos can lead to effective vocabulary learning outcomes. Previously, there has been one meta-analysis on the effects of this type of video-viewing on vocabulary acquisition. However, the variables investigated and types of vocabulary knowledge analyzed were limited. To address these issues, we conducted a mixed review that combined a scoping review and meta-analysis. We identified 139 studies in major databases, of which 34 aligned with our inclusion criteria. Results from the scoping review found that researchers have assessed productive knowledge more than receptive knowledge, and knowledge of form and meaning more than knowledge of use. Participants were given TV series to view more than any other media type. Results from the meta-analysis found that viewing any type of captioned or subtitled videos had a positive effect on vocabulary acquisition. Among all the captioned and subtitled video types, viewing videos with intralingual captions had the largest effect on vocabulary learning outcomes. Furthermore, the viewing of animations had the largest effect on vocabulary learning outcomes compared with all the other types of video viewing investigated. No statistically significant difference between intentional or incidental learning conditions was found, indicating that both conditions are suitable for developing vocabulary learning through video viewing. Additional findings and implications for teaching and research are discussed.
date: 2022-08-27
date_type: published
publisher: MDPI AG
official_url: https://doi.org/10.3390/systems10050133
oa_status: green
full_text_type: pub
language: eng
primo: open
primo_central: open_green
verified: verified_manual
elements_id: 1973923
doi: 10.3390/systems10050133
lyricists_name: Thomas, Nathan
lyricists_id: NETHO12
actors_name: Flynn, Bernadette
actors_id: BFFLY94
actors_role: owner
full_text_status: public
publication: Systems
volume: 10
number: 5
article_number: 133
citation:        Reynolds, Barry Lee;    Cui, Yanwen;    Kao, Chian-Wen;    Thomas, Nathan;      (2022)    Vocabulary Acquisition through Viewing Captioned and Subtitled Video: A Scoping Review and Meta-Analysis.                   Systems , 10  (5)    , Article 133.  10.3390/systems10050133 <https://doi.org/10.3390/systems10050133>.       Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10155145/1/systems-10-00133-v2.pdf