While the benefits of subtitled audiovisual (AV) input for second language learning are well established, most research has focused on adults and adolescents. Less is known about how children process and benefit from subtitles, especially given their developing reading and cognitive skills. The present study examined whether intralingual (L2) subtitles support vocabulary acquisition and comprehension in Polish children, and whether individual differences in visual processing contribute to learning outcomes. Participants were 20 Grade 5 students (11 years old), all native Polish speakers with pre-intermediate English proficiency. Using a within-subject design, children watched two short English-language animations: one with subtitles and one without. Comprehension, vocabulary, and scene recognition were tested after each viewing, with a delayed vocabulary posttest two weeks later. Visual processing ability was assessed using the Visual Pursuit Test (LVT), which measured children’s ability to visually track written input in motion. Results showed significantly higher vocabulary gains and comprehension scores in the subtitle condition. Children with stronger visual processing skills benefited more from subtitle use, while overall exposure to English AV content and subtitles was low. The findings support the use of subtitles in child L2 learning and suggest that visual abilities mediate input processing.

Authors:
Karolina Baranowska, Adam Mickiewicz University, Poland

About the Presenter(s)
Dr Karolina Baranowska is an assistant professor in the Faculty of English at Adam Mickiewicz University in Poznań, Poland. Her main research interests include the role of audiovisual input in foreign language learning.

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