The Impact of Subtitled Films on English as a Second Language Students Vocabulary Retention
Metadata
Show full item recordAuthor
Bensen Bostanci, HanifeEditorial
Universidad de Granada
Materia
Films Subtitles Vocabulary improvement English as a second language learning Vocabulary knowledge scale Vocabulary retention
Date
2022-01-28Referencia bibliográfica
Hanife Bensen Bostanci (2022). The Impact of Subtitled Films on English as a Second Language Students Vocabulary Retention Journal for Educators, Teachers and Trainers, Vol. 13(1). 101 – 109. DOI: [10.47750/jett.2022.13.01.012]
Abstract
The current study aimed at examining the effects of subtitled films on the vocabulary development of
English as second language (ESL) students. To able to achieve this aim a mixed methods research
design was employed. For the quantitative part a quasi-experimental design was implemented
through a quantitative research approach. For the qualitative part, after the treatment phase
interviews were carried out with the participants in the experimental group. Accordingly, two groups
were of focus: control and experimental. One group watched English films with subtitles in English
and the other watched the same films without subtitles. A pre-post test was administered in which
the pre-test was employed as a diagnostic test to see whether the participants vocabulary knowledge
was similar and the post test was administered to reveal whether the student participants had
improved their vocabulary knowledge. Thirty ESL students preparing for their O level exams
constituted the participants. The findings revealed that films improve vocabulary knowledge.
However, when the performances of both groups were compared it was revealed that the group who
watched the films with subtitles performed better than the group that watchedthe films without
subtitles. In other words, it was revealed that, the use of watching films with subtitles intensively
affectedESL students’ vocabulary knowledge. Furthermore, this study revealed that ESL students
have positive attitudes towards watching films in language classes in general, and in vocabulary
classes in particular.