A synthesis of research on L2 vocabulary learning through audiovisual input and on-screen text

Abstract

Given the cognitive and pedagogical affordances of audiovisual materials and ongoing technological advancements, there is an increasing need to explore how they can be optimized for effective second language (L2) learning (Montero Perez, 2022). The multimodal nature of audiovisual input, particularly when enhanced with on-screen text, offers significant potential for developing multifaceted vocabulary knowledge. This narrative review synthesizes key theoretical frameworks, including Mayer’s Cognitive Theory of Multimedia Learning (Mayer, 2021), Krashen’s Input Hypothesis (Krashen, 1982), Vygotsky’s Zone of Proximal Development (ZPD) (Vygotsky, 1978), and Bjork’s Desirable Difficulties (Bjork, 1994), alongside recent empirical findings. We examine the pedagogical potential of various types of on-screen text (e.g., L1 captions, L2 captions, and bilingual subtitles), identify gaps in the existing literature, discuss methodological challenges and highlight promising directions for future research. By doing so, this review seeks to deepen our understanding of how audiovisual input enhanced with on-screen text can support the development of complex L2 vocabulary knowledge in an increasingly digital learning landscape.