Captions and the young learner: the role of visual processing in L2 acquisition

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 captions 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 captions and one without. Comprehension, vocabulary, and scene recognition were tested after each viewing, with a delayed vocabulary post-test 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 caption condition. Children with stronger visual processing skills benefited more from caption use. In addition, participants reported relatively low exposure to English audiovisual content and captions outside the study. The findings support the use of captions in child L2 learning and suggest that visual abilities mediate input processing.