The roles of aptitude and working memory in L2 learners’ processing and incidental learning of technical vocabulary during video-lecture-based tasks

This study explored how aptitude and working memory affect second language (L2) learners’ processing and incidental learning of technical vocabulary from a video-lecture-based task. Twenty-nine Chinese learners of L2 English performed the task, during which they watched an introductory lecture while taking notes. Eleven technical words presented in lecture diagrams were selected as target words. Participants’ visual attention to the target words was captured using an eye-tracker. Following the task, participants completed an unannounced vocabulary post-test, a free recall test, and a set of aptitude tests. Two weeks after the treatment, a delayed vocabulary post-test and a battery of working memory tests were administered. Results from mixed-effects models revealed that working memory significantly predicted learners’ learning of technical vocabulary. However, neither aptitude nor working memory emerged as significant predictors of learners’ visual attention to the target words.