- Effects of captioned video on L2 speech segmentation in intermediate learners of Spanish
-
...Montero Perez, maribel.monteroperez@ugent.be
Effects of captioned video on L2 speech
segmentation in intermediate learners of Spanish
Maribel Montero-Perez*, Ghent University
Anastasia Patte...
by Maribel Montero Perez, Anastasia Pattemore
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL
- Effects of captioning on video comprehension and incidental vocabulary learning
-
...monteroperezetal.pdf
Received: May 10, 2012; Accepted: April 8, 2013; Published: February 1, 2014
Copyright: © Maribel Montero Perez, Elke Peters, Geraldine Clarebout, Piet Desmet
INTRODUCTION
The...
by Maribel Montero Perez, Elke Peters, Geraldine Clarebout, Piet Desmet
in Volume 18 Number 1, February 2014
- How do learners use a CALL environment? An eye-tracking study
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...Montero Perez, 2019; Tragant & Pellicer-Sánchez, 2019; Winke et al., 2013) and how the
potential differences in word processing in captions affects vocabulary uptake (Montero Perez et al.,
2015). Ho...
by Isabeau Fievez, Maribel Montero Perez, Frederik Cornillie, Piet Desmet
in Volume 27 Number 1, 2023
- Audiovisual input in language learning: Teachers’ perspectives
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...Montero Perez, Ghent University, Belgium
Abstract
A substantial body of research shows that various types of audiovisual (AV) input such as videos and
videos with second language (L2) subtitles can...
by Tetyana Sydorenko, Mónica S. Cárdenas-Claros, Elizabeth Huntley, Maribel Montero Perez
in Volume 28 Number 1, 2024
- Visual saliency in captioned digital videos and learning of English collocations: An eye-tracking study
-
...Montero Perez et al., 2013).
Furthermore, captioned videos have been found to be superior to non-captioned videos in terms of the initial
stage of incidental vocabulary acquisition (e.g., Montero Pe...
by Sungmook Choi
in Volume 27 Number 1, 2023
- Connecting multimodal learning processes and outcomes in CALL: Introduction to the special issue
-
...Montero Perez, 2022; Muñoz et al., 2023; Pellicer-Sánchez et al., 2020;
Puimège et al., 2023; The TwiLex Group, 2024; Vanderplank, 2016).
As interest in multimodality has expanded, so, too, have a...
by Bronson Hui, Matt Kessler
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL
- Does comprehension of L2 television programs improve through regular classroom viewing?
-
...Montero-Perez et al., 2013; Montero-Perez et al., 2014; Pujadas & Muñoz, 2020; 2024; Rodgers, 2013;
Wang & Pellicer-Sánchez, 2022), suggesting a need to match learners’ vocabulary knowledge to the
l...
by Geòrgia Pujadas, Stuart Webb
in Volume 29 Number 1, 2025
- Effects of bilingual and monolingual subtitles on incidental acquisition of multiword expressions
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...Montero Perez, 2022 for a review). While a handful of studies have scrutinized the efficacy of bilingual
subtitles compared to other subtitling forms for vocabulary acquisition, they have exclusively...
by Wangyin Kenneth Li
in Volume 29 Number 1, 2025
- The effects of captions on L2 learners’ comprehension of vlogs
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...Montero Perez et al. (2014a) and Montero Perez et al.
Dukhayel Aldukhayel 187
(2014b), who found no influence of captions on the listening comprehension of details. The mean
comprehension scores ...
by Dukhayel Aldukhayel
in Volume 25 Number 2, June 2021
- Cognate vs. noncognate processing and subtitle speed among advanced L2-English learners: An eye-tracking study
-
...Montero
Perez, 2022), especially through subtitles (e.g., Muñoz et al., 2023; Neuman & Koskinen, 1992; Peters,
2019). Subtitles may be either in the same language as the video (i.e., captions) or ma...
by Breno Silva, Valentina Ragni, Agnieszka Otwinowska, Agnieszka Szarkowska
in Volume 28 Number 1, 2024
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