Incidental learning of collocations occurs at a rate similar to the learning of single words. Learners who completed the advance-organizer strategy in the full-captioning condition achieved the best results on incidental learning of collocations. Administering the advance-organizer strategy resulted in better collocation learning gains compared to no administration. Data from the post-intervention test revealed that full captioning led to better performance in incidental learning of collocations than keyword captioning or no captioning. A total of 361 Chinese primary school students learning English as a second language (L2) each watched a series of four videos in one of the six conditions. This study adopted a 2 (+/− advance-organizer strategy) × 3 (types of captioning) between-subjects design, resulting in six possible conditions. Videos were enhanced by (1) inserting various types of captions (i.e., full captioning, keyword captioning, and no captioning) (2) administering or not administering an advance-organizer activity prior to video viewing and (3) the combined effects of these two variables. The effects of video caption types and advance organizers on incidental L2 collocation learning Computers & Education ( IF 8.538), Pub Date : , DOI: 10.1016/j.compedu.2019.103655 (Mark) Feng Teng Abstract This study examined the effects of captioned videos and an advance-organizer strategy in incidental learning of collocations.

Types of advance organizers