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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
Language: English
Authors: Duy Van Vu (ORCID 0000-0003-0249-8028), Ann-Sophie Noreillie, Elke Peters
Source: Language Teaching Research. 2026 30(3):983-1004.
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: 22
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, College Students, English (Second Language), Learning Modalities, Aural Learning, Verbal Learning, Visual Learning, Reading, Captions, Language Tests, Second Language Learning, Sentence Structure, Films, Achievement Gains
Geographic Terms: Vietnam
Assessment and Survey Identifiers: International English Language Testing System
DOI: 10.1177/13621688221151048
ISSN: 1362-1688
1477-0954
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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500340
Database: ERIC
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  Data: Incidental Collocation Learning from Reading-While-Listening and Captioned TV Viewing and Predictors of Learning Gains
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  Data: <searchLink fieldCode="AR" term="%22Duy+Van+Vu%22">Duy Van Vu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0249-8028">0000-0003-0249-8028</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ann-Sophie+Noreillie%22">Ann-Sophie Noreillie</searchLink><br /><searchLink fieldCode="AR" term="%22Elke+Peters%22">Elke Peters</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: 22
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  Data: 10.1177/13621688221151048
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  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.
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  Data: 2026
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  Data: EJ1500340
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