Incidental collocation learning from reading-while-listening and captioned TV viewing and predictors of learning gains.
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| Title: | Incidental collocation learning from reading-while-listening and captioned TV viewing and predictors of learning gains. |
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| Authors: | Vu, Duy Van1 (AUTHOR) duyvv1107@gmail.com, Noreillie, Ann-Sophie2 (AUTHOR), Peters, Elke1 (AUTHOR) |
| Source: | Language Teaching Research. Mar2026, Vol. 30 Issue 3, p983-1004. 22p. |
| Subject Terms: | *Vocabulary, *English as a foreign language, *Second language acquisition, *Linguistic context, *Educational outcomes, Closed captioning |
| Abstract: | Although a number of previous studies have shown that TV viewing can lead to incidental vocabulary learning, most of them focused on single words. Little research has examined the effect of captioned TV viewing on incidental collocation learning compared with other modes of input. In addition, research on the factors that affect incidental collocation from different input modes is still relatively scarce and has produced inconclusive findings. To fill those research gaps, the present study investigates the effects of reading-while-listening and captioned TV viewing on incidental collocation learning and predictors of learning gains. Eighty Vietnamese English as a foreign language (EFL) learners were divided into an experimental group and a control group. The experimental group encountered 24 target collocations in two stories in two modes of input (reading-while-listening and viewing videos with second language captions) in a counterbalanced fashion over four weeks. Learning was assessed at the level of form recall. The findings indicated that both modes of input resulted in equally significant gains of collocational knowledge. In addition, learners' prior vocabulary knowledge and collocational congruency were significant predictors of learning gains. Learners with larger vocabulary knowledge picked up significantly more collocations in reading-while-listening but fewer collocations in captioned TV viewing than learners with smaller vocabulary knowledge. [ABSTRACT FROM AUTHOR] |
| Copyright of Language Teaching Research is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 191949734 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Incidental collocation learning from reading-while-listening and captioned TV viewing and predictors of learning gains. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Vu%2C+Duy+Van%22">Vu, Duy Van</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> duyvv1107@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Noreillie%2C+Ann-Sophie%22">Noreillie, Ann-Sophie</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Peters%2C+Elke%22">Peters, Elke</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Language+Teaching+Research%22">Language Teaching Research</searchLink>. Mar2026, Vol. 30 Issue 3, p983-1004. 22p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br />*<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Linguistic+context%22">Linguistic context</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br /><searchLink fieldCode="DE" term="%22Closed+captioning%22">Closed captioning</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Although a number of previous studies have shown that TV viewing can lead to incidental vocabulary learning, most of them focused on single words. Little research has examined the effect of captioned TV viewing on incidental collocation learning compared with other modes of input. In addition, research on the factors that affect incidental collocation from different input modes is still relatively scarce and has produced inconclusive findings. To fill those research gaps, the present study investigates the effects of reading-while-listening and captioned TV viewing on incidental collocation learning and predictors of learning gains. Eighty Vietnamese English as a foreign language (EFL) learners were divided into an experimental group and a control group. The experimental group encountered 24 target collocations in two stories in two modes of input (reading-while-listening and viewing videos with second language captions) in a counterbalanced fashion over four weeks. Learning was assessed at the level of form recall. The findings indicated that both modes of input resulted in equally significant gains of collocational knowledge. In addition, learners' prior vocabulary knowledge and collocational congruency were significant predictors of learning gains. Learners with larger vocabulary knowledge picked up significantly more collocations in reading-while-listening but fewer collocations in captioned TV viewing than learners with smaller vocabulary knowledge. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Language Teaching Research is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/13621688221151048 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 983 Subjects: – SubjectFull: Vocabulary Type: general – SubjectFull: English as a foreign language Type: general – SubjectFull: Second language acquisition Type: general – SubjectFull: Linguistic context Type: general – SubjectFull: Educational outcomes Type: general – SubjectFull: Closed captioning Type: general Titles: – TitleFull: Incidental collocation learning from reading-while-listening and captioned TV viewing and predictors of learning gains. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Vu, Duy Van – PersonEntity: Name: NameFull: Noreillie, Ann-Sophie – PersonEntity: Name: NameFull: Peters, Elke IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 13621688 Numbering: – Type: volume Value: 30 – Type: issue Value: 3 Titles: – TitleFull: Language Teaching Research Type: main |
| ResultId | 1 |
