These findings suggest that full captioning videos, rather than keyword captioning videos, should be considered when using video-based comprehension activities for ESL primary school learners. Learners with a higher level of English proficiency and those who watched the video for a second time achieved better comprehension scores. Significant differences between the fully captioned and keyword captioned videos on the detailed comprehension questions were not detected. Findings revealed that fully captioned group achieved the best results on the global comprehension questions. After each video, all participants took a comprehension test, including global comprehension and detailed questions. Two videos were selected, and the second video was watched twice.

Each group included learners with higher and lower levels of English proficiency. A total of 182 primary school students watched two short English story videos in one of three conditions: fully captioned videos (N ¼ 62), keyword captioned videos (N ¼ 63), and uncaptioned videos (N ¼ 57). This study investigated the effects of captioned videos on ESL primary school students' comprehension of video content. Pedagogical implications based on the study findings are discussed. This study does not lend support for the efficacy of keyword captions. These results suggest that FC help improve L2 vocabulary acquisition among EFL learners. Furthermore, there was no significant difference between all groups on the meaning recall test. Conversely, no significant difference was found between the KC and NC on all vocabulary tests. The results from ANOVA indicated that the FC group significantly outperformed the KC group and the NC group on the vocabulary recognition test and the overall vocabulary test (combination of vocabulary recognition and meaning recall tests). After viewing the video clip, the participants immediately completed vocabulary recognition and meaning recall tests. Fifty-seven adult English-as-a-foreign language (EFL) learners watched an English video clip under one of the following three conditions: full captions (FC) keyword captions (KC) and no captions (NC).

This study investigates whether the availability of two types of captions (full captions and keyword captions) facilitates L2 vocabulary acquisition. An increasing number of videos enhanced with captions are used in foreign language classes to help second language (L2) learners process authentic input, which is a real challenge for them.

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