The Impact of Working Memory on Cognitive Load via Viewing Bilingual Subtitles
Abstract
This study explores the relationship between working memory and cognitive load during bilingual subtitle viewing. 42 Chinese university students completed a working memory test and watched an English documentary with bilingual subtitles. After viewing, they reported their perceived intrinsic, extraneous, and germane cognitive load using a validated questionnaire. Regression analyses showed that working memory significantly predicted germane load but not intrinsic or extraneous load. These findings suggest that learners with greater working memory are more likely to invest in meaningful learning processes. The study offers insights into the cognitive mechanisms underlying multimedia language learning and calls for more individualised approaches in instructional design.
References
[1] Baddeley, A. (2000). The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, 4(11), 417–423.
[2] BBC. (2013). Animal odd couples. https://www.bbc.co.uk/programmes/b03jp46s
[3] Bilibili. (n.d.). 奇特的动物伙伴 1 [odd animal couples 1]. https://www.bilibili.com/video/av21620515/
[4] Daneman, M., & Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and
Verbal Behavior, 19(4), 450–466.
[5] Davies, M. (2008). The corpus of contemporary American English (COCA): 450 million words, 1990-present.
[6] Gottlieb, H. (1998). Subtitling. In M. Baker (Ed.), Routledge Encyclopedia of Translation Studies (pp. 244–248). Routledge.
[7] In’nami, Y., Koizumi, R., & McLean, S. (2022). Working memory and L2 reading: A meta-analysis. Language Learning, 72(3),
742–785.
[8] Juffs, A., & Harrington, M. (2011). Aspects of working memory in L2 learning. Language Teaching, 44(2), 137–166.
[9] Kalyuga, S., Chandler, P., & Sweller, J. (1999). Managing split-attention and redundancy in multimedia instruction. Applied Cognitive Psychology, 13(4), 351–371.
[10] Leppink, J., Paas, F., Van der Vleuten, C. P. M., Van Gog, T., & Van Merriënboer, J. J. G. (2014). Development of an instrument
for measuring different types of cognitive load. Behavior Research Methods, 45(4), 1058–1072.
[11] Leppink, J., Paas, F., Van Gog, T., Van Der Vleuten, C. P. M., & Van Merriënboer, J. J. G. (2014). Effects of pairs of problems and
examples on task performance and different types of cognitive load. Learning and Instruction, 30, 32–42.
[12] Linck, J. A., Osthus, P., Koeth, J. T., & Bunting, M. F. (2014). Working memory and second language comprehension and production: A meta-analysis. Psychonomic Bulletin & Review, 21(4), 861–883.
[13] Mayer, R. E. (2001). Multimedia learning. Cambridge University Press.
[14] Microsoft Corporation. (2023). Clipchamp (version x.x) [software]. Microsoft Corporation. https://www.clipchamp.com
[15] Miyake, A., & Friedman, N. P. (1998). Individual differences in second language proficiency: Working memory as language aptitude. In A. F. Healy & L. E. Bourne (Eds.), Foreign language learning: Psycholinguistic studies on training and retention (pp. 339–364).
Lawrence Erlbaum.
[16] Montero Perez, M. (2012). Learning L2 vocabulary through subtitled video: An eye-tracking study [Doctoral dissertation, Ghent
University].
[17] Montero Perez, M. (2020). Second or foreign language learning through watching audio-visual input and the role of learner differences. Applied Linguistics Review, 11(2), 301–328.
[18] Montero Perez, M., Peters, E., Clarebout, G., & Desmet, P. (2014). Effects of captioning on video comprehension and incidental
vocabulary learning. Language Learning & Technology, 18(1), 118–141.
[19] Nation, P. (2007). A vocabulary size test. The Language Teacher, 7, 9–13.
[20] Peters, E. (2019). The effect of imagery and on‐screen text on foreign language vocabulary learning from audiovisual input.
TESOL Quarterly, 53(4), 1008–1032.
[21] Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285.
[22] Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. Springer.
[23] Sydorenko, T., Hellmich, A., Colpaert, J., & Desmet, P. (2017). Subtitles in the second language classroom: Balancing benefits and
cognitive load. ReCALL, 29(2), 178–199.
[24] Teng, L. S. (2023). Understanding the effects of caption types on vocabulary learning: Working memory and cognitive load perspectives. System, 117, 102886.
[25] Teng, M. F. (2024). Working memory and prior vocabulary knowledge in incidental vocabulary learning from listening, reading,
reading-while-listening, and viewing captioned videos. System, 124, 103381.
[26] Wang, A., & Pellicer‐Sánchez, A. (2022). Incidental vocabulary learning from bilingual subtitled viewing: An eye‐tracking study.
Language Learning, 72(3), 765-805.
[27] Winke, P. M., Godfroid, A., & Gass, S. M. (2013). Introduction to the special issue: Eye-movement recordings in second language
research. Studies in second language acquisition, 35(2), 205-212.
[28] Winke, P., Gass, S., & Sydorenko, T. (2010). The effects of captioning videos used for foreign language listening activities. Language Learning & Technology, 14(1), 65–86.
[29] Zhang, S., & Zhang, X. (2022). The relationship between vocabulary knowledge and L2 reading/listening comprehension: A me-
ta-analysis. Language Teaching Research, 26(4), 696-725.
