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Cues Facilitate Foreign Language Vocabulary Learning from Instructional Videos: Behavioral and Neural Evidence

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Title: Cues Facilitate Foreign Language Vocabulary Learning from Instructional Videos: Behavioral and Neural Evidence
Language: English
Authors: Zhongling Pi (ORCID 0000-0002-8776-6177), Caixia Liu, Luchun Wang, Jiumin Yang (ORCID 0000-0001-6402-9361), Xiying Li
Source: Language Teaching Research. 2026 30(3):1005-1029.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 25
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Second Language Learning, Instructional Films, Vocabulary Development, Cues, Verbal Stimuli, Visual Stimuli, Brain, Biofeedback, Foreign Countries, College Students, Self Esteem
Geographic Terms: China
DOI: 10.1177/13621688231164724
ISSN: 1362-1688
1477-0954
Abstract: Vocabulary learning is basic for mastering a foreign language. Many students learn foreign language (FL) vocabulary via instructional videos outside of traditional classrooms, as there is no limit to time or space. Cues (e.g. coloring, highlighting, arrows, and text) are design features in instructional videos that not only guide learners' attention, but also facilitate the organization and integration of information. However, little is known about how visual cues and text cues influence FL vocabulary learning from instructional videos. In Experiment 1, we tested the effects of synonym text cues presented before the instructional video and visual cues during the video. Effects were measured in terms of participants' judgments of learning and objective measures of learning performance (indicated by accuracy on immediate and delayed tests). Learners showed highest accuracy in the text cues condition, followed by the visual cues condition, and finally the no cues condition. In Experiment 2, we tested the neural oscillatory correlates of cues in FL vocabulary instructional videos based on electroencephalogram (EEG) evidence of frontal theta and frontal-parietal alpha power. Compared to visual cues during the video, text cues before the video elicited higher frontal theta power, suggesting higher working memory processing, at the early stage of learning from instructional videos. The results of this study have implications for designing effective FL vocabulary instructional videos with cues.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500268
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Zhongling+Pi%22">Zhongling Pi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8776-6177">0000-0002-8776-6177</externalLink>)<br /><searchLink fieldCode="AR" term="%22Caixia+Liu%22">Caixia Liu</searchLink><br /><searchLink fieldCode="AR" term="%22Luchun+Wang%22">Luchun Wang</searchLink><br /><searchLink fieldCode="AR" term="%22Jiumin+Yang%22">Jiumin Yang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6402-9361">0000-0001-6402-9361</externalLink>)<br /><searchLink fieldCode="AR" term="%22Xiying+Li%22">Xiying Li</searchLink>
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 10.1177/13621688231164724
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  Data: 1362-1688<br />1477-0954
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  Data: Vocabulary learning is basic for mastering a foreign language. Many students learn foreign language (FL) vocabulary via instructional videos outside of traditional classrooms, as there is no limit to time or space. Cues (e.g. coloring, highlighting, arrows, and text) are design features in instructional videos that not only guide learners' attention, but also facilitate the organization and integration of information. However, little is known about how visual cues and text cues influence FL vocabulary learning from instructional videos. In Experiment 1, we tested the effects of synonym text cues presented before the instructional video and visual cues during the video. Effects were measured in terms of participants' judgments of learning and objective measures of learning performance (indicated by accuracy on immediate and delayed tests). Learners showed highest accuracy in the text cues condition, followed by the visual cues condition, and finally the no cues condition. In Experiment 2, we tested the neural oscillatory correlates of cues in FL vocabulary instructional videos based on electroencephalogram (EEG) evidence of frontal theta and frontal-parietal alpha power. Compared to visual cues during the video, text cues before the video elicited higher frontal theta power, suggesting higher working memory processing, at the early stage of learning from instructional videos. The results of this study have implications for designing effective FL vocabulary instructional videos with cues.
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  Data: EJ1500268
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        Value: 10.1177/13621688231164724
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      – Text: English
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      Pagination:
        PageCount: 25
        StartPage: 1005
    Subjects:
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Instructional Films
        Type: general
      – SubjectFull: Vocabulary Development
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      – SubjectFull: Cues
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      – SubjectFull: Foreign Countries
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      – SubjectFull: College Students
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      – SubjectFull: Self Esteem
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      – SubjectFull: China
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      – TitleFull: Cues Facilitate Foreign Language Vocabulary Learning from Instructional Videos: Behavioral and Neural Evidence
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