Investigating the Perceptions and Experiences of Tertiary Students Using Captioned Videos for Incidental Vocabulary Learning

Abstract

The current study investigates the impact of captioned videos on incidental vocabulary acquisition among English as a Second Language (ESL) learners at Shaheed Benazir Bhutto University, Shaheed Benazirabad. This study used a mixed-methods design. Data were collected through an online questionnaire (n=26) and semi-structured interviews (n=10) with students from the Department of English at Shaheed Benazir Bhutto University, Shaheed Benazirabad (SBBU, SBA). Participants were exposed to captioned audiovisual content over a specific period. Data were collected via an online questionnaire and semi-structured interviews to examine their perceptions of using captions for vocabulary development. Quantitative data were analyzed using SPSS for statistical significance. Qualitative data were analyzed thematically following Braun and Clarke’s (2006) approach. The t-test (t = 9.621, p = .000) revealed significantly positive perceptions of using captioned videos. Thematic analysis further indicated enhanced motivation, comprehension, and retention. It facilitates a deep cognitive process, in line with Mayer’s (2009) Cognitive Theory of Multimedia Learning. The findings indicate that incorporating captioned videos into language curricula can support vocabulary acquisition and motivate learners. This study also opens new avenues for future research.