INVESTIGATING TEXTUAL ENHANCEMENT AND CAPTIONS IN L2 GRAMMAR AND VOCABULARY

Abstract To probe the limits of attention raising through form-focused instruction, second-language research must adapt to needs a technologically driven learning environment. In this study, we used randomized control design investigate effect captioned media on vocabulary and grammar in L2 Spanish ( n = 369 learners). Through four data-collection sessions, participants were presented with grammar-lesson video multimodal one three captioning formats: textually enhanced target vocabulary, grammar, or no captioning. Results show strong immediate effects additional some, but not all, target-grammar structures. The findings demonstrate that (a) some grammatical structures is more conducive than others, (b) there space for future investigation into factors may influence effectiveness interventions, such as prior knowledge frequency use.