The Role of Subtitled and Captioned Videos in Enhancing Vocabulary Learning in Second Language Learners

Key Concepts and Definitions

ARTICLE 1 (Wijaya & Salainti, 2024)
Vocabulary Acquisition: Learning new words and their meanings.
Subtitled Movies: Films with English subtitles that help learners associate spoken and written words.
Language Exposure: The process of encountering a language in various contexts for better retention.

ARTICLE 2 (Khadawardi, 2022)
L2 Vocabulary Acquisition: The process of learning and retaining words in a second language.
Subtitled Movies & Multimedia Learning: Using animated movie clips with English subtitles to enhance vocabulary learning.
Short-Term & Long-Term Retention: The ability to remember vocabulary immediately after learning (short-term) and after an extended period (long-term).

ARTICLE 3 (Chen, 2024)
Intralingual Subtitles: Subtitles in the same language as the spoken dialogue (captions).
Interlingual Subtitles: Subtitles translating the spoken language into another language.
Bilingual Subtitles: Display both the original and translated text.
Keyword Subtitles: Highlight only essential words to aid comprehension.

ARTICLE 4 (Lestari & Yosintha, 2022)
EFL: Learning English in a non-native environment.
Subtitled Videos: English videos with subtitles that aid vocabulary learning.
Vocabulary Learning: Acquiring new words through listening, reading, or watching videos.
Incidental Learning: Learning vocabulary unconsciously while engaging in an activity

ARTICLE 5 (Teng, 2022)
Incidental Vocabulary Learning: Learning new words unintentionally while engaging in another activity
Captioned Videos: Videos with on-screen text that match the spoken dialogue to aid language learning.
L2 Proficiency: The level of skill a learner has in their second language (English in this study).
Language Aptitude: A learner’s ability to acquire a second language based on cognitive skills.

ARTICLE 6 (Alhai, 2023)
Vocabulary Acquisition: Process of learning new words and their meanings.
Subtitled Media: Videos with on-screen text aiding comprehension.
Captions: Same language as audio (L2 audio + L2 text).
Subtitles: Translated text (L2 audio + L1 text).
Incidental Learning: Learning vocabulary unconsciously while engaging in other activities.

Significant Findings or Results

ARTICLE 1 (Wijaya & Salainti, 2024)
- Post-test scores (mean 8.43) were significantly higher than pre-test scores (mean 5.69).
- Watching movies with English subtitles helped students remember and use new words.
- T-test results confirmed the positive impact of subtitled movies on vocabulary learning.

ARTICLE 2 (Khadawardi, 2022)
- Students scored higher in post-tests with subtitled movies than with traditional learning.
- Watching videos increased student participation and interest.
- Subtitled videos improved word recognition, comprehension, and recall.
- The improvement was statistically significant (p < 0.001).

ARTICLE 3 (Chen, 2024)
-Subtitles help middle and high school students but not younger learners.
-Keyword subtitles were the most effective for vocabulary learning.
-Interlingual subtitles benefited high school learners the most.
-Intralingual subtitles were the least effective for high school students.
-Primary school students did not significantly benefit from subtitles.

ARTICLE 4 (Lestari & Yosintha, 2022)
-Subtitles improved vocabulary learning, but the difference was not significant.
-Experimental group scored slightly higher than the control group.
-Context and visuals helped both groups, explaining the small score gap.
-Students who watched the subtitled video understood the content better.

ARTICLE 5 (Teng, 2022)
- Captioned videos improved vocabulary learning significantly compared to non-captioned videos.
- Students who watched the captioned video scored higher in all four vocabulary aspects.
- Language aptitude influenced vocabulary learning, especially in word recall and recognition.
- L2 proficiency level was not a significant predictor of meaning recall or recognition.

ARTICLE 6 (Alhai, 2023)
-Students scored higher in the post-test after watching the video.
-More correct answers from the captioned section than the non-captioned section.
-Some students found captions distracting, even though they improved learning.
-Words in captions were learned better than words without captions.

Problems/Issues/Gaps that exist in the research study

ARTICLE 1 (Wijaya & Salainti, 2024)
Limited Sample Size: Only one class was tested, reducing generalizability.
Short Duration: Long-term vocabulary retention was not assessed.
Lack of Control Group: No direct comparison with other teaching methods.

ARTICLE 2 (Khadawardi, 2022)
Small Sample Size: Limited to 35 female students, reducing generalizability.
Single Proficiency Level: Only focused on intermediate learners.
Lack of Skill Expansion: Only examined vocabulary learning, not grammar, writing, or speaking skills.

ARTICLE 3 (Chen, 2024)
- Lack of delayed post-tests to measure long-term retention.
- Study focused on only a single viewing session, limiting real-world application.
- Primary school learners’ literacy skills may have influenced results.
- Bilingual subtitles were not included in the study, despite being the most preferred by learners.

ARTICLE 4 (Lestari & Yosintha, 2022)
Small Sample Size: 20 students (Limited generalisability.)
Short video duration: Unclear if long-term learning is improved.
No long-term retention tests: Did not check if vocabulary was retained over time.
Students’ prior knowledge not fully considered: Some may already know many words.

ARTICLE 5 (Teng, 2022)
Only short-term effects measured: No follow-up tests for long-term vocabulary retention.
- Did not examine different captioning styles (e.g., keyword captions vs. full captions).
Small age range: Only university students were tested, limiting generalizability.
Vocabulary size not deeply analyzed: The study did not explore if pre-existing vocabulary knowledge affected learning.

ARTICLE 6 (Alhai, 2023)
Small Sample Size: 10 students - Results cannot be widely generalized.
Short video duration (15 minutes): Did not measure long-term effects.
No control group: Study only had one group with captions turned on/off.
- Students’ prior vocabulary knowledge was not fully considered.

Research Designs and Approaches

ARTICLE 1 (Wijaya & Salainti, 2024)
Quasi-Experimental Design: Used a pre-test and post-test to measure vocabulary improvement.
Purposive Sampling: Selected 8th-grade students from SMPN 2 Airmadidi as participants.
Quantitative Analysis: Data analyzed using SPSS software.

ARTICLE 2 (Khadawardi, 2022)
Quasi-Experimental Design: One-group pretest-posttest study.
Comparison of Methods: Animated movie clips with subtitles vs. Traditional text-based learning.
Data Collection Methods:
-Pretests and posttests for vocabulary knowledge.
-Short follow-up tests for retention.
-Semi-structured interviews for student feedback.
Participants: 35 female students (intermediate English learners).

ARTICLE 3 (Chen, 2024)
Experimental: Pre-test/Post-test with different subtitle conditions, control & experimental groups
Participants: Primary, middle, and high school students learning English as a foreign language.
Conditions Tested : No subtitles, intralingual, interlingual, and bilingual keyword subtitles.
Tests Used: Pre-test, post-test (vocabulary meaning recognition & recall), and questionnaires.
Analysis: ANOVA and nonparametric tests to compare learning outcomes.

ARTICLE 4 (Lestari & Yosintha, 2022)
Survey & Descriptive-Qualitative Study: Used questionnaires and post-test analysis, no strict control group
Participants: 20 English major students (10 control, 10 experimental).
Procedure:
-Watched a 7-minute 45-second video
-Control group: Unsubtitled video.
-Experimental group: Subtitled video.
Post-tests: Vocabulary recognition, meaning comprehension, and understanding.

ARTICLE 5 (Teng, 2022)
Experimental: Pre-test/Post-test, statistical analysis using ANOVA/MANCOVA
Participants: 82 Chinese-speaking EFL students, aged 18-20.
Experimental Group (42 students) watched a captioned video.
Control Group (40 students) watched the same video without captions.
Material: A 51-minute BBC documentary.
Tests: 4 vocabulary aspects, L2 Proficiency Test (CET-4) and Language Aptitude Test (LLAMA)

ARTICLE 6 (Alhai, 2023)
Experimental: Controlled study comparing different types of subtitles
Participants: 10 Swedish high school students (English 5 level).
Methodology: Experimental study with a pre-test, video viewing, and post-test.
Procedure:
-Watched a 15-minute TEDx talk.
-First half with captions, second half without captions.
-Post-test to assess vocabulary retention.
-Questionnaire on students’ experiences.

Theories Used in the Research Article

ARTICLE 1 (Wijaya & Salainti, 2024)
Nation’s Vocabulary Acquisition Theory (2001): Learning words in diverse contexts enhances retention.
Krashen’s Input Hypothesis (1985): Language acquisition improves through exposure to comprehensible input.
Four Strands Model (Nation, 2001): Vocabulary learning should involve reading, listening, speaking, and writing.

ARTICLE 2 (Khadawardi, 2022)
Nation’s Vocabulary Knowledge Theory (2013): Vocabulary learning requires recognition, meaning comprehension, and appropriate usage.
Cognitive Theory of Multimedia Learning (Mayer, 2014): Learning is enhanced when information is presented visually and verbally.
Dual Coding Theory: Combining images, text, and sound improves vocabulary retention.

ARTICLE 3 (Chen, 2024)
Dual-Coding Theory (Paivio, 1986): Learning is enhanced when information is presented in both verbal and visual modes.
Cognitive Load Theory (Sweller, 2014): Too much information can overwhelm learners, affecting comprehension.

ARTICLE 4 (Lestari & Yosintha, 2022)
Dual-Coding Theory (Paivio, 1986): Learning is enhanced when both visual (subtitles) and auditory (speech) information are presented together.
Cognitive Load Theory (Sweller, 2011): Students can only process a limited amount of information at a time. Subtitles can ease the learning load.

ARTICLE 5 (Teng, 2022)
Dual-Coding Theory (Paivio, 1986): Learners process information better when it is presented both visually (captions) and verbally (speech).
Cognitive Load Theory (Sweller, 2011): Captions help reduce cognitive overload by distributing information across different channels.
Multimedia Learning Theory (Mayer, 2014): Combining images, text, and sound enhances learning by guiding attention and reducing unnecessary cognitive load.

ARTICLE 6 (Alhai, 2023)
Dual-Coding Theory (Paivio, 1986): Learning is more effective when information is presented both visually and verbally.
Multimedia Learning Theory (Mayer & Johnson, 2008): Learners retain information better through a mix of words and images.
Zone of Proximal Development (Vygotsky, 1980): Learners need guidance and slightly challenging material to grow.

Type of educational Research

ARTICLE 1 (Wijaya & Salainti, 2024)
Applied Research: Focuses on practical applications in language learning.
Experimental Research: Measures the impact of subtitles through controlled testing.

ARTICLE 2 (Khadawardi, 2022)
Applied Research: Aimed at improving L2 vocabulary learning through practical methods.
Experimental Research: Compared two teaching methods (subtitled videos vs. traditional learning).

ARTICLE 3 (Chen, 2024)
Experimental Research: Investigates cause-and-effect relationships between subtitles and vocabulary learning.

ARTICLE 4 (Lestari & Yosintha, 2022)
Experimental and Descriptive-Qualitative Research: Examines cause-and-effect relationships and describes student experiences.

ARTICLE 5 (Teng, 2022)
Experimental Research: Tested cause-and-effect relationships between captioned videos and vocabulary learning.

ARTICLE 6 (Alhai, 2023)
Experimental Research: Tested the effect of captions on vocabulary learning.

Alternative Solutions

ARTICLE 1 (Wijaya & Salainti, 2024)
Use of Interactive Media: Incorporate apps and games for vocabulary learning.
Longer Study Duration: Conduct follow-ups to check long-term vocabulary retention.
- Blend subtitles with other teaching strategies, such as active listening and speaking exercises.

ARTICLE 2 (Khadawardi, 2022)
Use of Interactive Apps: Language-learning apps could supplement video-based learning.
Longer Study Duration: Conduct research over months to assess long-term vocabulary retention.
Multimodal Learning Approach: Combine subtitles with storytelling, discussions, and practical usage activities. (Firmansyah, 2021)

ARTICLE 3 (Chen, 2024)
- Use longer videos to examine learning effects over time.
- Introduce adaptive subtitling based on learner proficiency.
- Implement bilingual subtitles since they were highly preferred by learners.
- Explore eye-tracking studies to analyze how learners process subtitles.

ARTICLE 4 (Lestari & Yosintha, 2022)
- Use longer videos to assess long-term effects.
- Include more participants for better generalisability.
- Reduce subtitle dependence by gradually removing them.
- Conduct delayed post-tests to measure vocabulary retention.
- Use eye-tracking technology to analyze student focus on subtitles.

ARTICLE 5 (Teng, 2022)
- Conduct long-term studies to check vocabulary retention.
- Test different types of captions (e.g., keyword captions, bilingual subtitles).
- Include a wider range of participants, such as younger or older learners.
- Introduce adaptive captioning, adjusting difficulty based on proficiency levels.

ARTICLE 6 (Alhai, 2023)
- Larger sample size to get more reliable results.
- Longer-term studies to check vocabulary retention.
- Use different types of subtitles (e.g., bilingual, keyword subtitles).
- Introduce adaptive captioning that adjusts difficulty based on learner proficiency.
- Compare multiple groups (e.g., one group with captions, one without).