What watching subtitled movies does to the learner: the impact of subtitles and modality on cognitive load and vocabulary learning

Abstract Given that many foreign language learners these days systematically watch foreign language movies outside the classroom via streaming services, the effects of exposure to foreign language audiovisual materials on various aspects of language learning are frequently addressed in recent research. The present study aimed to investigate the impact of exposure to subtitled videos and the impact of modality on vocabulary learning and cognitive load. 196 Polish upper-intermediate learners of English were divided into nine experimental groups based on different modality (video, audio, audiovisual) and subtitling (interlingual, intralingual, no subtitles) conditions. Each group watched a video clip in the assigned condition and their gains in vocabulary learning were measured by a pre test and two post-tests. Additionally, cognitive load was measured by means of dual task methodology, and a subjective measurement in the form of a self-reported questionnaire. Results reveal that watching subtitled videos facilitates vocabulary learning without causing cognitive overload.