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The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 23, No. 0, pp.192-203
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Print publication date 30 Jan 2023
Received 04 Feb 2023 Revised 22 Feb 2023 Accepted 15 Mar 2023
DOI: https://doi.org/10.15738/kjell.23..202303.192

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

EunYoung Kang
Assistant Professor, Division of Liberal Arts, Kongju National University, Tel: 041) 521-9735 ekang@kongju.ac.kr


© 2023 KASELL All rights reserved
This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

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-in-the-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 blank-filling task additionally. The findings have theoretical and pedagogical implications for vocabulary learning within the context of video-based learning.

Keywords:

dual subtitles, vocabulary learning, task type, instructed learning, audiovisual input

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