Introduction Watching videos provides language learners a valuable exposure to the contextually based language. The incorporation of Audiovisual Translation (AVT) in language learning involves the transfer of audiovisual and verbal language media (Lertola, 2019). This language transfer process occurs between one or two languages. AVT is an umbrella term referring to film translation, screen translation, or multimedia translation. AVT modes also include revoicing or captioning and can be used in language learning. Video watching allows language learners to grasp the usage of language in real-life contexts to understand the culture of the language. However, the authenticity of the spoken language can be lost because of the speaking speed, which makes language learning students struggle to understand spoken content in a video. Captioning can aid these learners in comprehending audio-visual video material for easy learning. Subtitles serve as mediating devices for imagery and dialogue, which are essential elements in language learning (Ashcroft, Garner, and Hadingham, 2018). Through assisting language learners to cope with complex input, captions also serve as a vital crutch that can enhance learners’ perceived self-efficacy and their efforts in comprehending the spoken material. Problem Statement The number of words needed in achieving a reasonable level of eloquence in a language is a major obstacle in new language learning. For instance, in a recent review, an adult needs a vocabulary size of about 6,000 to 7,000 words to understand daily spoken texts and about 8,000 to 9000 words to interpret written phrases (Ashcroft, Garner, and Hadingham, 2018). Hence, language students must adopt a variety of learning strategies to maximize their acquisition of new words. Exposure to large quantities of the new language input is one approach to learning new vocabulary, thus augmenting incidental vocabulary acquisition. The context is where vocabulary is obtained as a product of processing the second language input unlike focusing on single words or phrases. Incidental vocabulary differs from deliberate vocabulary learning, which involves targeting particular words and phrases using such learning aides as flashcards. Some new language students may overlook the importance of new language learning through watching films with subtitles. However, research supports that extensive contextual reading enhances incidental vocabulary acquisition (Ashcroft, Garner, and Hadingham, 2018). The process is also incremental and unpredictable, with partial terminology being built with time. Only a limited amount of vocabulary is acquired by reading. Audio input is also part of the learning approaches through teachers, tape, or CO recording accompanied by written texts in books. Video is a recent and innovative source of new language input and is an effective learning resource compared to conventional mono-modal audio input as the supplementary visual output significantly enhances or strengthens verbal messages, thus improving understanding of spoken or acted concepts (Ashcroft, Garner, and Hadingham, 2018). With the popularity of video sites including YouTube and film streaming services such as Hulu and Netflix, vocabulary learning is now easy and quick. The authenticity of such resources in episodic dramas, short videos, or ful