Promoting L2 acquisition of multiword units through textually enhanced audiovisual input: An eye-tracking study

This study examines the effect of textual enhancement on learners’ attention to and learning multiword units from captioned audiovisual input. We adopted a within-participants design in which 28 learners English as foreign language (EFL) watched video containing enhanced (underlined) unenhanced units. Using eye-tracking, we measured online processing they appeared captions. Form recall pre- posttests acquisition target items. The results mixed effects models indicate that items received greater visual attention, with longer reading times, less single word skipping more rereading. Further, positive relationship was found between amount odds: fixated longer, particularly during first pass, were likely be recalled an immediate posttest. Our findings provide empirical support for form encountered television. also suggest item difficulty important than predicting gains.