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Video captioning has been investigated extensively in the Computer-Assisted Language Learning (CALL) literature to aid second language vocabulary acquisition. However, a little is known about how video captioning could foster learners’ pronunciation, which is a component of second language vocabulary acquisition proposed by Nation (Nation, Learning vocabulary in another language, Cambridge University Press, 2001), when attending to video captioning. Therefore, this study aims to investigate the effect of two types of video captioning, namely, full versus partial captioning, on mastery of word pronunciation. Furthermore, we tested the magnitude of the cognitive load imposed by video captioning types using NASA TLX. A total of 55 Arab English as a Foreign Language learners watched videos with full, partial or no captioning. Their perceptions about learning with captioning were also surveyed. Results of the pre–post-tests indicated that the captioning groups’ performance in the pronunciation tests outscored the no captioning group. In turn, the partial captioning group’s scores were slightly higher than those of the full captioning group. However, this difference was statistically insignificant. Cognitive load was found higher in full captioning and no captioning than that in the partial captioning mode. The participants showed highly positive attitudes towards learning with captions.

This study aims to investigate the acquisition of vocabulary recognition and vocabulary production in the short-and- long-term via listening and reading comprehension activities using ®Voice software. Sixty participants were invited to read or listen to two passages in different sessions, that is, three sessions in listening inputs and one session in reading comprehension. The materials in reading comprehension input were converted into audio and given for the students who were assigned to participate in the listening sessions. Vocabulary recognition was measured through written multiple-choice tests, whereas the vocabulary production was assessed by a cloze test for both scenarios. Each test was administered before the intervention immediately after the intervention and at a delayed post of time for both inputs. Results showed that the students were able to learn new vocabulary from both modes in the pre-post-delayed treatments. Participants scored higher in recognition vocabulary test than in the production test. In view of the vocabulary gains in both scenarios in the post-tests, the performance of listeners was significantly lower than that of readers after the first session, which was almost the same after the second session, and significantly higher after the third listening session. However, vocabulary acquisition from listening comprehension mode was significantly higher than that from reading input in the delayed post-tests.

This article investigates how the use of a deliberate approach of analyzing a given reading may predict differences in CVA effectiveness. Sixty Arab EFL learners were randomly assigned to an experimental group and a control group, thirty participants for each. The experimental group received training in the deliberate Clarke and Nation (System 8:211-220, 1980) CVA technique, whereas the control group were not guided through a training method. Then, both groups were asked to answer three vocabulary tests and then participate to finish a series of six readings adjusted using Nation's K-level reading lexicon to control the difficult words during readings. After treatments, the students took a post-test vocabulary session. Results show that the group that have used the deliberate CVA technique retained about twice as many new words as the other group did. That is the use of a deliberate-CVA methodology significantly improves learning. The experimental manipulation produced a learning effect that was 76.1% greater than that of the control group in terms of word context recognition and 128.0% greater than that of the control group in terms of word definition accuracy. Pedagogical implications, limitations and directions for further research are discussed.

Several types of help options have been incorporated into reading and listening comprehension activities to aid second language (L2) vocabulary acquisition. Textbook authors, teachers, and sometimes even students may pick and choose which help options they wish to use. In this paper, I investigate the effects of two help options in a multimedia listening environment (annotated captioned animation versus annotated transcript animation) on L2 vocabulary acquisition. Thirty-four Arab learners of English as a foreign language watched and listened to an animated story under any one of the following conditions: (1) annotations + captions + animation (ACA) and (2) annotations + transcripts+ animation (ATA). After viewing the story, the participants received a vocabulary posttest (i.e., L2 spelling) and posttest of translating Arabic words into the target language (L2 form recall). These tests were readministered five weeks after the treatment. The results revealed that the ACA and ATA groups performed si...

One of the main issues in language learning is to find ways to enable learners to interact with the language input in an involved task. Given that computer-based simulation allows learners to interact with visual modes, this article examines how the interaction of students with an online video simulation affects their second language video comprehension and incidental vocabulary learning. Forty-three Arab adult learners were randomly assigned to either an experimental group or a control group. Students in the experimental group (players) participated in a virtual knee surgery simulation by dragging various surgery devices, which were shown in the clip, over the knee of a patient. Those in the control group (viewers) viewed the same video in YouTube and were requested to watch and listen to the video surgery. After the treatments, the students took comprehension and vocabulary recognition tests (image association with words). Results show that the players significantly outperformed the viewers in these two tests. The pedagogical implications of this study suggest that interactivity in language input is crucial in facilitating second language acquisition.

Vocabulary learning has received considerable attention from reading comprehension input in second language acquisition research. However, a little is known about vocabulary gains from listening comprehension input. This paper aims to review L2 vocabulary gains from listening comprehension input in comparison to reading comprehension and reading while listening comprehension activities. We search for the terms “vocabulary learning”, “vocabulary acquisition”, and “listening comprehension” in several international databases to elicit target studies. The target studies have been reviewed in terms of focus, methodology employed, L2 environment, type of participants, and findings. Results of the review found that vocabulary acquisition from listening comprehension input was significant—though less than reading input—for long run and could be stored in long term memory. Therefore, it could be retrieved more easily than vocabulary from reading comprehension input. Recommendations and suggestions for future research have been given at the end of the article.

This study investigates whether the availability of annotations for captioned animation in multimedia listening activities aids L2 vocabulary acquisition and facilitates listening skills. Fifty Arab-speaking adult EFL learners watched an audiovisual animated story under one of three conditions: (a) animation + captions + keyword annotation (ACA), (b) animation + captions (AC), and (c) animation alone (A). After viewing the animation, the learners completed computerized vocabulary recognition and listening comprehension posttests, as well as non-computerized (i.e., written) vocabulary production and listening recall tests. All four tests were administered to the students four weeks after the treatments. The results from the mixed ANOVAs indicated that the ACA group significantly outperformed the AC group on the vocabulary recognition and vocabulary production tests and that the AC group in turn substantially outperformed the A group on the same tests. Conversely, the annotations did not significantly improve listening comprehension and recall over time. The A group significantly outscored the ACA and the AC groups in listening comprehension and recall over time. The pedagogical implications of this study suggest that annotations in captioned animation facilitate vocabulary acquisition but hinder listening comprehension and recall.

This article reviews the literature of multimedia glosses in computer assisted language learning (CALL) and their effects on L2 vocabulary acquisition during the past seventeen years. Several studies have touched on this area to examine the potential of multimedia in a CALL environment in aiding L2 vocabulary acquisition. In this review, the researchers investigate the studies that deal with different modes of multimedia annotations in a CALL environment. This article reviews the empirical studies of multimedia glosses in reading as well as in listening comprehension activities and discusses the factors under which these studies have been conducted and their impact on L2 vocabulary acquisition. The study aims to understand how multimedia glosses have been used in the past to support second language vocabulary acquisition and also to explore any evidence regarding how multimedia glosses in a CALL environment can enhance the acquisition of L2 vocabulary. Only empirical studies (18 studies published in international refereed journals and conference) have been reviewed exclusively. The article discusses the findings of the reviewed studies and recommends future research.