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تأثیر ویدئوهای زیرنویس دار بر یادگیری واژگان ضمنی: تحلیلی مبتنی بر ژانر.

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Title: تأثیر ویدئوهای زیرنویس دار بر یادگیری واژگان ضمنی: تحلیلی مبتنی بر ژانر.
Alternate Title: The Impact of Captioned Videos on Incidental Vocabulary Learning: A Genre-Based Analysis.
Authors: رضا باقری نویسی1 re.baghery@gmail.com, مهدی پاسبان1 mehdi.paseban266@gmail.com
Source: Journal of Foreign Language Research. Winter2025, Vol. 15 Issue 4, p325-347. 23p.
Subject Terms: *Student engagement, *Genre studies, *Foreign language education, *Audiovisual education, *Second language acquisition, Closed captioning, Action & adventure films
Abstract: Multimedia tools, especially captioned video, have been gaining popularity in language teaching for the teaching of vocabulary; however, little is known about how students' preferred genres affect incidental learning. This study examined the effect of action-genre captioned video on incidental vocabulary learning among 46 male Iranian high school students (16–17 years old, A2 Proficiency). The participants were divided into an experimental group, who watched a full-length captioned action film, and a control group, who watched the same video without captions. Vocabulary knowledge, measured by pre-test and post-test, was analyzed via a One-Way ANCOVA with adjustments for initial differences of the two groups. According to the results, captioned action videos significantly aided incidental vocabulary learning as opposed to non-captioned input. The positive effect of leدarners' engagement with materials of their preferences and motivation resulted in further vocabulary gains; thus, highlighting the importance of genre and learner interest in multimedia-based instruction. By using wholelength, genre-specific videos instead of short, generic clips, the study extends previous research and suggests that adapting multimedia content to learners' preferences can enhance formmeaning mapping and retention. The findings presented offer pedagogical implications for designing motivating and effective materials for teaching EFL. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Foreign Language Research is the property of University of Tehran 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
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  Data: The Impact of Captioned Videos on Incidental Vocabulary Learning: A Genre-Based Analysis.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Foreign+Language+Research%22">Journal of Foreign Language Research</searchLink>. Winter2025, Vol. 15 Issue 4, p325-347. 23p.
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  Data: Multimedia tools, especially captioned video, have been gaining popularity in language teaching for the teaching of vocabulary; however, little is known about how students' preferred genres affect incidental learning. This study examined the effect of action-genre captioned video on incidental vocabulary learning among 46 male Iranian high school students (16–17 years old, A2 Proficiency). The participants were divided into an experimental group, who watched a full-length captioned action film, and a control group, who watched the same video without captions. Vocabulary knowledge, measured by pre-test and post-test, was analyzed via a One-Way ANCOVA with adjustments for initial differences of the two groups. According to the results, captioned action videos significantly aided incidental vocabulary learning as opposed to non-captioned input. The positive effect of leدarners' engagement with materials of their preferences and motivation resulted in further vocabulary gains; thus, highlighting the importance of genre and learner interest in multimedia-based instruction. By using wholelength, genre-specific videos instead of short, generic clips, the study extends previous research and suggests that adapting multimedia content to learners' preferences can enhance formmeaning mapping and retention. The findings presented offer pedagogical implications for designing motivating and effective materials for teaching EFL. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Foreign Language Research is the property of University of Tehran 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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