This qualitative study reviews the effects of real-time captioning on vocabulary acquisition of a novice elementary English language learner (ELL). Triangulation of data was completed through review of teacher journaling, captioning transcripts, and student pretest and posttest assessments. Results illuminate improved retention and usage of English during the captioned class sessions. Findings are discussed through the lens of the Hawthorne effect and social development theory. The researcher explores implications for ELL teachers, school administrators, and institutions of higher education.