This thesis investigates whether multimedia learning theories apply when learning from video in a foreign language.

Study 1 is a systematic literature review of 75 papers on language learning with video. Four instructional settings yielding mostly positive learning results were identified.

Study 2 investigated the effects of video format with foreign caption, native subtitles, or no aid on learning outcomes, cognitive load, and situational interest, depending on the participant’s foreign language proficiency. Study 3 repeated Study 2 but with intermediate proficient participants comparing their eye-gaze behaviour as a proxy for the cognitive processes of selecting, organizing, and integrating.

The video format did not influence learning measures, suggesting that the redundancy and split attention principles did not apply when learning a foreign language. However, the level of language proficiency was critical for comprehension. Besides, participants in the no aid and captions conditions allocated more visual attention to the materials.