Empirical evidence remains sparse about how videos enhanced with first-language (L1) and second-language (L2) subtitles influence cognitive load in L2 learners. To address this point, 25 Korean undergraduate students were exposed to six short videos: baseline, L1-subtitled, and L2-subtitled videos at both high and low difficulty levels (determined…

This study explored how visual input enhancement impacts caption-reading behaviors, the acquisition of English collocations, and the recall of onscreen captions. The participants comprised 53 Korean undergraduate students at a high-intermediate level of English proficiency. They were assigned to either a baseline or an enhancement group. The…

Using the single-group pre-posttest design, this exploratory study examined whether L2 learners of English can learn a speech act by experiencing perlocutionary effects of the act as feedback (observing their interlocutor's reactions to their choice of speech act expressions). Sixty undergraduate English learners at a university in China played a…

This article introduces the structure and content of an online learning platform called "SMART Teacher Lab" (STL, henceforth) implemented at the authors' university since 2014. "STL" is an online platform specifically built for the professional development of pre- and in-service English as a Foreign Language (EFL) teachers,…

This study has a twofold goal: to investigate whether task type has an effect on the number, focus, and outcome of language-related episodes (LREs) and to determine whether that effect is the same for video SCMC (VidSCMC) and audio SCMC (AudSCMC) groups. Intermediate Spanish learners participated in this study involving two jigsaw tasks based on…

This study examined the differences in perceptions of the value of feedback for improving English speaking performance between students who received video feedback and those who received written feedback and their preferences for written or video feedback. A total of 43 English as a foreign language students participated in this study to produce a…

Captions provide a useful aid to language learners for comprehending videos and learning new vocabulary, aligning with theories of multimedia learning. Multimedia learning predicts that a learner's working memory (WM) influences the usefulness of captions. In this study, we present two eye-tracking experiments investigating the role of WM in…

The digital technology era has profoundly evolved and changed the ways that people consume and produce information. As language itself is recognized as a multimodal resource for communicative purposes, different forms of multimodality have been advocated to nurture students' multiliteracies in educational contexts. This study aims to investigate…

Since its inception, form-focused instruction (FFI) has been associated with grammar, with only a handful of studies examining its potential for vocabulary development (e.g., Laufer, 2006). Meanwhile, there has been an unresolved dispute between the two approaches of Focus on Form (FonF) and Focus on Forms (FonFs) in terms of their degree of…

This study examines how three captioning types (i.e., on-screen text in the same language as the video) can assist L2 learners in the incidental acquisition of target vocabulary words and in the comprehension of L2 video. A sample of 133 Flemish undergraduate students watched three French clips twice. The control group (n = 32) watched the clips…