This study presents a meta-analysis of the impact of video captioning on listening comprehension in the setting of second language learning. The random-effects model measured the overall effect of video captioning on listening comprehension as well as the meaningful moderators that contribute to its effectiveness. Thirty-two primary studies were obtained to calculate the effect size with more than 2389 participants. The results showed that captions had a moderate effect on listening comprehension (g =.61). The caption usage may be optimal for intermediate learners and senior high school students while using full caption type. Furthermore, tests that do not require students to produce an output, such as multiple choice and true/false questions, are the most successful. Meanwhile, cognate, video length, and number of viewings did not influence the effectiveness of listening comprehension. The limitation of the current meta-analysis and its implications are further examined in the light of the research findings.

This study presents a meta-analysis of the impact of video captioning on listening comprehension in the setting of second language learning. The random-effects model measured the overall effect of video captioning on listening comprehension as well as the meaningful moderators that contribute to its effectiveness. Thirty-two primary studies were obtained to calculate the effect size with more than 2389 participants. The results showed that captions had a moderate effect on listening comprehension (g =.61). The caption usage may be optimal for intermediate learners and senior high school students while using full caption type. Furthermore, tests that do not require students to produce an output, such as multiple choice and true/false questions, are the most successful. Meanwhile, cognate, video length, and number of viewings did not influence the effectiveness of listening comprehension. The limitation of the current meta-analysis and its implications are further examined in the light of the research findings.

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