EFL learners perceive captioned instructional videos as helpful for vocabulary acquisition but not as a distraction to comprehension.¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–r2 · q2
Currency · newest study 2014 · checked against its sources 2026-11-03 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? All 45 participants in the experimental group agreed that captions increased their knowledge of new words. → BavaHarji 2014 q2 i? A majority of participants disagreed that reading captions caused them to miss the storyline. → BavaHarji 2014 (2)

Evidence¶

BavaHarji 2014¶

BavaHarji, M., Alavi, Z. K., & Letchumanan, K. (2014). Captioned Instructional Video: Effects on Content Comprehension, Vocabulary Acquisition and Language Proficiency. English Language Teaching, 7(5). https://doi.org/10.5539/elt.v7n5p1

q2 · i? · causal · r2

A questionnaire administered to the 45 experimental participants found that "All 45 participants affirmed" that captions increased their vocabulary knowledge.

"All 45 participants affirmed (77.8% Agreed, 22.2 % Strongly Agreed) that the provision of captions attributed to increase in vocabulary"

BavaHarji 2014 (2)¶

q2 · i? · causal · r1

On the perception questionnaire, "28 (62.2%) participants disagreed" that reading captions caused them to miss the storyline, suggesting captions were not perceived as a distraction.

"a larger proportion of the part icipants, i.e. 28 (62.2%) participants disagreed with statement 4 ( When I read the words in the captions, I miss the story line )"

Discussion¶

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