Effectiveness of captioned videos for incidental vocabulary learning and retention: the role of working memory

Working memory (WM) may be an essential component of incidental vocabulary learning and retention from captioned videos. However, how WM affects young learners’ under different types captions remains unclear. The present study employs a between-subject research design. main purpose is to examine two WM— phonological short-term complex WM—impact outcomes incidentally learned retained three captioning: (1) glossed (GCs), (2) full (FCs), (3) keyword (KCs). A total 125 learners (Mage = 12.17, SD 1.06) watched four videos completed tests administered as pretest, posttest, delayed tests. After treatment, participants tasks: operation span test for measuring WM, nonword repetition memory. findings reveal that captioning types, particularly GCs, led the best outcome in retention, provided more predictive effect on than WM. Phonological have effects captioning. Relevant implications were discussed based these results.