Due to growing access to audiovisual material (e.g., online videos, movies, and television series) through websites such as YouTube and Netflix, audiovisual material has received notable interest recently within the field of second language acquisition (SLA). This interest is particularly due to the multiple affordances this content provides, specifically captions. Captions are the text-overlay that represents the audio input to assist viewers to understand the native language the video is

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... ced in and conveys its message through (Robin, 2007). Scholarly literature focusing around this material and the use of captions to develop an additional language (L2) has primarily been beneficial (Montero Perez, Peters, & Desmet, 2018; Winke, Sydorenko, & Gass, 2013; Yeldham, 2018). However, there has been little investigation focusing on language learners' beliefs using videos and their supportive features to learn their L2. This lack in understanding is notable due to research indicating that beliefs can inform the varying aspects of learning a language, such as the strategies used to learn an L2 (see, Kalaja & Barcelos, 2013). Therefore, this study aims to understand the language learning beliefs students have using audiovisual material with captions to learn their L2. The study consisted of 16 survey responses from students studying five different languages with 2 group interviews consisting of 4 foreign language learners at a Midwestern research university. The findings suggest that learners have mixed views toward using audiovisual material and captions within and outside of the classroom to learn their L2. Potential implications focus on how audiovisual material could be utilized effectively within and outside of the classroom.