Startseite What watching subtitled movies does to the learner: the impact of subtitles and modality on cognitive load and vocabulary learning
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What watching subtitled movies does to the learner: the impact of subtitles and modality on cognitive load and vocabulary learning

  • Karolina Baranowska ORCID logo EMAIL logo
Veröffentlicht/Copyright: 9. Juni 2025

Abstract

Given that many foreign language learners these days systematically watch foreign language movies outside the classroom via streaming services, the effects of exposure to foreign language audiovisual materials on various aspects of language learning are frequently addressed in recent research. The present study aimed to investigate the impact of exposure to subtitled videos and the impact of modality on vocabulary learning and cognitive load. 196 Polish upper-intermediate learners of English were divided into nine experimental groups based on different modality (video, audio, audiovisual) and subtitling (interlingual, intralingual, no subtitles) conditions. Each group watched a video clip in the assigned condition and their gains in vocabulary learning were measured by a pre test and two post-tests. Additionally, cognitive load was measured by means of dual task methodology, and a subjective measurement in the form of a self-reported questionnaire. Results reveal that watching subtitled videos facilitates vocabulary learning without causing cognitive overload.


Corresponding author: Karolina Baranowska, Faculty of English, Adam Mickiewicz University, Grunwaldzka 6, 60–780, Poznań, Poland, E-mail:

  1. Research ethics: Not applicable.

  2. Author contributions: The author has accepted responsibility for the entire content of this manuscript and approved its submission.

  3. Conflict of interest: The author states no conflict of interest.

  4. Research funding: None declared.

  5. Data availability: The raw data can be obtained on request from the corresponding author.

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Supplementary Material

This article contains supplementary material (https://doi.org/10.1515/iral-2024-0175).


Received: 2024-06-07
Accepted: 2025-05-21
Published Online: 2025-06-09

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