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<p style="text-align: justify;"><span style="font-size: 12pt; font-family: 'Cambria', serif; color: black;">The present study aims to identify the role of textually enhanced captions TEC in vocabulary learning, retention, and content comprehension of Saudi EFL female undergraduates. Using a quasi-experimental design, the study allocated ninety-seven Saudi EFL female students to one of three captioning conditions, i.e., TEC, normal captions (NC), and no captions (NoC). This design was followed by immediate form and meaning recognition vocabulary posttests along with a comprehension test. After an essential gap of three weeks, vocabulary posttests were taken to account for any long-term retention. The target words were categorized into four parts of speech (PoS), i.e., verbs, nouns, adverbs, and adjectives. The purpose here is to gauge the word class that is mostly learned by the participants. The dichotomy of quantitative and qualitative analysis attested a positive impact of TEC in the short-term learning of word forms, whereas the advantage of TEC diminished for the long-term retention of forms. Regarding the meaning recognition and comprehension tests, the outcomes indicated that TEC did not aid in either the recognition of word meanings or the comprehension of the video content. Furthermore, it became crystal clear that verbs emerged as the easiest and most effectively learned word class among the students. </span></p>

ltrq.2026.55.08.pdf

Original Research 

ltrq.2026.55.08.xml

The Role of Textually Enhanced Audiovisual Input and Word Class in Vocabulary Learning, Retention and Content Comprehension of Saudi EFL Female Students