本研究旨在探討影片字幕類型與工作記憶容量對於台灣大學生英文詞彙學習之效用。受試者為80名台灣北部大學生且皆為中文母語人士，其英語程度為中低級（多益成績介於400到550分）。字幕影片之呈現模式為下列四種之一，包含：(1)無字幕，(2)完整字幕，(3)完整字幕附帶重點字標示，(4)完整字幕附帶重點字標示及第一語言註釋。受試者於實驗第一階段接受工作記憶(OSPAN) 測驗，根據受試結果將80名受試者分為高工作記憶組（42人）及低工作記憶組（38人）。實驗第二階段將兩組受試者隨機分配到其中一種字幕模式中，並觀看其字幕模式之兩部影片各兩次，觀看過程中不得筆記、暫停或回放。影片觀看結束後，依序完成聽力理解測驗及三項詞彙測驗（包含詞形辨識、詞義辨識、詞義回想）。研究結果顯示，字幕呈現方式顯著影響詞彙學習成果。根據量化分析結果，在詞形辨識測驗中，完整字幕附帶重點字標示組及完整字幕加註第一語言註釋組表現顯著優於控制組。而在詞義辨識及詞義回想測驗中，加註第一語言註釋組得分最高且顯著優於其他三組，表示第一語言註釋對於三方面的詞彙學習幫助最大，並有助強化新詞學習時詞形和詞意之連結。在工作記憶及其與字幕類型之交互作用方面，本研究結果顯示，高、低工作記憶組間無顯著差異，且未有顯著交互作用效果。然而透過仔細觀察受試者的平均分數發現，低工作記憶組將注意力集中於詞型多過詞義，而高工作記憶組使用第一語言註釋學習新詞的能力較佳。

Audiovisual material has been an effective pedagogical tool for vocabulary acquisition and could be enhanced by different types of captions. Though positive captioning effects on vocabulary learning have been revealed, definite conclusion of the effectiveness of newly designed types of captions (e.g. captioning with L1 gloss) on the learning of different types of vocabulary knowledge (e.g. meaning recognition or meaning recall) cannot yet to be drawn due to limited and inconclusive research results. Besides, learner’s individual difference such as working memory capacity is less studied but might impact on captioning effects. Thus, the current study aims to examine the effects of captioning and working memory capacity on learner’s vocabulary learning. 80 Taiwanese college EFL students of low-intermediate level of English proficiency were recruited to complete working memory (OSPAN) test. Based on the OSPAN results, participants were divided into two groups, including high-span group (N=42) and low-span group (N=38) to join the video captioning experiment. Two videos with four different captioning types: (1) no caption (NC), (2) full caption (FC), (3) full caption with highlighted target-word (FCHTW), and (4) full caption with highlighted target-word and L1 gloss (FCL1) were presented, and all participants were randomly assigned to one of the four conditions. After watching each video twice, participants completed one listening comprehension test and three vocabulary tests testing three aspects of vocabulary learning (i.e., form recognition, meaning recognition, and meaning recall) for each video.
Two-way multivariate analysis of covariance (MANCOVA) was used to analyze the effects of video captioning types as well as individual’s working memory capacity on Taiwanese EFL learners’ vocabulary learning. The results showed that caption types significantly affected learners’ vocabulary gains in all three aspects of vocabulary learning. In terms of form recognition, FCL1 and FCHTW group significantly outscored the NC group. As for the learning of word meanings, FCL1 group performed significantly better than all the other groups. However, though learners’ differences in WMC showed no significant effect on their vocabulary learning, and the interaction effects of caption types and working memory capacity on vocabulary gains was not statistically found as well, it was observed that low-span learners seemed to allocate their attention more to the word form while high-span learners were better able to use L1 gloss to learn the word meanings.

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