Repeated encounters with novel words in the cartoons familiarized learners with words they had reported never seeing at pre-test¶
Claim · All claims
Evidence · 1 study · causalr2·q1
Currency · newest study 2011 · not yet checked against its sources · 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.
q1 i? Students who claimed at pre-test not to have seen a word before reported at post-test that they could guess it, which the authors say was strengthened by repetition. → Ali Karakaş and Arif Sariçoban 2011
Evidence¶
Ali Karakaş and Arif Sariçoban 2011¶
Ali Karakaş and Arif Sariçoban. (2011). The Impact of Watching Subtitled Animated Cartoons on Incidental Vocabulary Learning of ELT Students. Teaching English with Technology, 12(4), 3-15. https://eric.ed.gov/?id=EJ1144953
q1 · i? · causal · r2
Authors' conclusion from self-report VKS shifts in their own experiment: "students who claimed in the pre-test that they had not seen the word before reported in the post-test that they could make a guess". No effect size is printed for this pattern.
"Those students who claimed in the pre-test that they had not seen the word before reported in the post-test that they could make a guess about the unknown word. This familiarization was definitely strengthened by repetition."
Discussion¶
Related Claims¶
- Both subtitle and no-subtitle groups improved significantly on the VKS from pre-test to post-test after watching cartoons — related
- Vocabulary improvement occurred incidentally regardless of subtitles, attributed to target words being contextualized in the cartoons — related
- Watching cartoons with English subtitles produces no statistically significant vocabulary-gain advantage over watching without subtitles among upper-intermediate ELT students — related
- Reading a single authentic novel yields incidental vocabulary gains, with more gains for words occurring more than five times — related
- Incidental vocabulary learning through viewing TV was affected by frequency of occurrence, prior vocabulary knowledge, and cognateness — related
- Incidental vocabulary exposure produces reliable learning, but learners pick up only a small share of the unknown words they meet — a broader claim this one bears on
- Pairing Contextual Encounters With Explicit Instruction Produces Stronger Vocabulary Outcomes Than Either Alone — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-11-01 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.