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Traditional or intentional learning is widely practiced in classroom environments, while incidental one receives less attention from educators, schools, and scholars. Incidental learning is a well-known process of acquiring new knowledge, vocabulary, or information without intention.

In this way, the target words were contextualized and it became easy for participants to elicit the meanings of the words.

This progress was attributed to the presentation of target words in cartoons. However, there was significant improvement in both of the groups from pre-test to post-test scores. The findings of study did not support the assumption that the subtitle group would outperform the no-subtitle group, since there were no significant differences between two groups according to t-test results. After subjects had been randomly assigned into two groups (one subtitle group and the other no-subtitle group), they were given the same pre-and post-tests. The pre-test and post-test group design was selected for the administration. To collect data from the subjects, a 5-point vocabulary knowledge scale was used and 18 target words were integrated into the scale. The study was conducted with 42 first grade English Language Teaching (ELT) department students at the University of Mehmet Akif Ersoy, Burdur. This study aimed to find out whether watching subtitled cartoons influences incidental vocabulary learning.

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