View in EDS

The Integration of Auditory and Textual Input in Vocabulary Learning from Subtitled Viewing: An Eye-Tracking Study

Saved in:
Bibliographic Details
Title: The Integration of Auditory and Textual Input in Vocabulary Learning from Subtitled Viewing: An Eye-Tracking Study
Language: English
Authors: Andi Wang (ORCID 0000-0002-7228-1150)
Source: Language Learning & Technology. 2025 29(3):70-91.
Availability: National Foreign Language Resource Center at University of Hawaii. 1859 East-West Road #106, Honolulu, HI 96822. e-mail: llt@hawaii.edu; Web site: https://www.lltjournal.org/
Peer Reviewed: Y
Page Count: 22
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Eye Movements, Vocabulary Development, Learning Modalities, Aural Learning, Learning Processes, Sensory Experience, Verbal Learning, Captions, Student Behavior
Geographic Terms: China
DOI: 10.64152/10125/73648
ISSN: 1094-3501
Abstract: Numerous studies have documented the benefits of watching audio-visual materials with on-screen text for L2 vocabulary learning (Montero Perez, 2022). The provision of both auditory and textual input allows learners to link auditory and written forms (or L1 meanings) of unknown words during viewing, which could potentially facilitate vocabulary learning. However, little is known about the dynamics of text-audio synchrony in subtitled viewing and how the processing of written words in relation to the audio may lead to vocabulary learning. Eighty-one intermediate-to-advanced Chinese learners of English watched an English documentary with one of three on-screen texts (i.e., captions, L1 subtitles, and bilingual subtitles), while their eye movements were monitored. Participants' awareness of 17 unknown words and vocabulary learning gains were assessed via stimulated recalls and three vocabulary tests. Results revealed that captions facilitated text-audio synchronisation, whereas L1 subtitles generally led to reading ahead and skipping. Bilingual subtitles enabled synchronisation of L1 translations with L2 audio but often resulted in skipping L2 forms. Most text-audio processing behaviours led to moderate predicted probabilities of vocabulary learning and participants' reported awareness, with no significant within-group difference, except for the processing of L2 unknown words in bilingual subtitles.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1486352
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1486352
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Integration of Auditory and Textual Input in Vocabulary Learning from Subtitled Viewing: An Eye-Tracking Study
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Andi+Wang%22">Andi Wang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7228-1150">0000-0002-7228-1150</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Language+Learning+%26+Technology%22"><i>Language Learning & Technology</i></searchLink>. 2025 29(3):70-91.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: National Foreign Language Resource Center at University of Hawaii. 1859 East-West Road #106, Honolulu, HI 96822. e-mail: llt@hawaii.edu; Web site: https://www.lltjournal.org/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 22
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Eye+Movements%22">Eye Movements</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Modalities%22">Learning Modalities</searchLink><br /><searchLink fieldCode="DE" term="%22Aural+Learning%22">Aural Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Sensory+Experience%22">Sensory Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Verbal+Learning%22">Verbal Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Captions%22">Captions</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.64152/10125/73648
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1094-3501
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Numerous studies have documented the benefits of watching audio-visual materials with on-screen text for L2 vocabulary learning (Montero Perez, 2022). The provision of both auditory and textual input allows learners to link auditory and written forms (or L1 meanings) of unknown words during viewing, which could potentially facilitate vocabulary learning. However, little is known about the dynamics of text-audio synchrony in subtitled viewing and how the processing of written words in relation to the audio may lead to vocabulary learning. Eighty-one intermediate-to-advanced Chinese learners of English watched an English documentary with one of three on-screen texts (i.e., captions, L1 subtitles, and bilingual subtitles), while their eye movements were monitored. Participants' awareness of 17 unknown words and vocabulary learning gains were assessed via stimulated recalls and three vocabulary tests. Results revealed that captions facilitated text-audio synchronisation, whereas L1 subtitles generally led to reading ahead and skipping. Bilingual subtitles enabled synchronisation of L1 translations with L2 audio but often resulted in skipping L2 forms. Most text-audio processing behaviours led to moderate predicted probabilities of vocabulary learning and participants' reported awareness, with no significant within-group difference, except for the processing of L2 unknown words in bilingual subtitles.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1486352
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1486352
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.64152/10125/73648
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 70
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Eye Movements
        Type: general
      – SubjectFull: Vocabulary Development
        Type: general
      – SubjectFull: Learning Modalities
        Type: general
      – SubjectFull: Aural Learning
        Type: general
      – SubjectFull: Learning Processes
        Type: general
      – SubjectFull: Sensory Experience
        Type: general
      – SubjectFull: Verbal Learning
        Type: general
      – SubjectFull: Captions
        Type: general
      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: China
        Type: general
    Titles:
      – TitleFull: The Integration of Auditory and Textual Input in Vocabulary Learning from Subtitled Viewing: An Eye-Tracking Study
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Andi Wang
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-electronic
              Value: 1094-3501
          Numbering:
            – Type: volume
              Value: 29
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Language Learning & Technology
              Type: main
ResultId 1