Vocabulary Learning via Dual-Subtitled Viewing: The Effect of Different Task Types

• Published in: Korea Journal of English Language and Linguistics Vol. 23; pp. 192 - 203
• Main Author: Kang, EunYoung
• Format: Journal Article
• Language: English
• Published: 한국영어학회 2023
• Subjects: 영어와문학; audiovisual input; vocabulary learning; task type; instructed learning; dual subtitles
• ISSN: 1598-1398; 2586-7474
• DOI: 10.15738/kjell.23..202303.192

This study examined the effects of viewing dual-subtitled videos under different task conditions. The participants included 60 university students learning English from three classes. They were equally assigned to three different vocabulary-learning conditions. All participants first viewed dual-subtitled videos, then two experimental groups completed one of the learning tasks (either a sentence writing task or a fill-inthe-blank task). A comparison group did not complete any learning tasks. Participants’ immediate and delayed vocabulary gains of target words under three different task conditions were compared. The results revealed the highest level of vocabulary gains among learners engaged in sentence-writing tasks with target words. Students were only able to learn some of the target vocabulary by viewing dual-subtitled videos without engaging in any vocabulary learning task (the comparison group), but vocabulary gains were relatively small compared to those who completed a blankfilling task additionally. The findings have theoretical and pedagogical implications for vocabulary learning within the context of video-based learning. KCI Citation Count: 0