The use of subtitles to teach a foreign language can facilitate students’ motivation and reduce
anxiety in the language-learning process. This study is conducted to find out the effects of using
subtitles on language learning. We conducted semi-structured in-depth interviews with 20
students who watch subtitled movies regularly in their free time. The results of our study
pointed out that watching subtitled movies helps learners improve their learning skills and
motivates them to learn more about the target language. In addition, subtitles can enhance
engagement in learning, and they help the learner acquire basic knowledge of language.
However, more research is required to get most of the subtitled movies as instructional
materials to use in language learning classrooms.

The use of subtitles to teach a foreign language can facilitate students’ motivation and reduce
anxiety in the language-learning process. This study is conducted to find out the effects of using
subtitles on language learning. We conducted semi-structured in-depth interviews with 20
students who watch subtitled movies regularly in their free time. The results of our study
pointed out that watching subtitled movies helps learners improve their learning skills and
motivates them to learn more about the target language. In addition, subtitles can enhance
engagement in learning, and they help the learner acquire basic knowledge of language.
However, more research is required to get most of the subtitled movies as instructional
materials to use in language learning classrooms.

"> [PDF] The Effects of Subtitles on Language Learning | [PDF] The Effects of Subtitles on Language Learning The use of subtitles to teach a foreign language can facilitate students’ motivation and reduce
anxiety in the language-learning process. This study is conducted to find out the effects of using
subtitles on language learning. We conducted semi-structured in-depth interviews with 20
students who watch subtitled movies regularly in their free time. The results of our study
pointed out that watching subtitled movies helps learners improve their learning skills and
motivates them to learn more about the target language. In addition, subtitles can enhance
engagement in learning, and they help the learner acquire basic knowledge of language.
However, more research is required to get most of the subtitled movies as instructional
materials to use in language learning classrooms.

"> The use of subtitles to teach a foreign language can facilitate students’ motivation and reduce
anxiety in the language-learning process. This study is conducted to find out the effects of using
subtitles on language learning. We conducted semi-structured in-depth interviews with 20
students who watch subtitled movies regularly in their free time. The results of our study
pointed out that watching subtitled movies helps learners improve their learning skills and
motivates them to learn more about the target language. In addition, subtitles can enhance
engagement in learning, and they help the learner acquire basic knowledge of language.
However, more research is required to get most of the subtitled movies as instructional
materials to use in language learning classrooms.

The use of subtitles to teach a foreign language can facilitate students’ motivation and reduce
anxiety in the language-learning process. This study is conducted to find out the effects of using
subtitles on language learning. We conducted semi-structured in-depth interviews with 20
students who watch subtitled movies regularly in their free time. The results of our study
pointed out that watching subtitled movies helps learners improve their learning skills and
motivates them to learn more about the target language. In addition, subtitles can enhance
engagement in learning, and they help the learner acquire basic knowledge of language.
However, more research is required to get most of the subtitled movies as instructional
materials to use in language learning classrooms.

">

The Effects of Subtitles on Language Learning

The use of subtitles to teach a foreign language can facilitate students’ motivation and reduce anxiety in the language-learning process. This study is conducted to find out the effects of using subtitles on language learning. We conducted semi-structured in-depth interviews with 20 students who watch subtitled movies regularly in their free time. The results of our study pointed out that watching subtitled movies helps learners improve their learning skills and motivates them to learn more about the target language. In addition, subtitles can enhance engagement in learning, and they help the learner acquire basic knowledge of language. However, more research is required to get most of the subtitled movies as instructional materials to use in language learning classrooms.

The Effects of Subtitles on Language Learning

The use of subtitles to teach a foreign language can facilitate students’ motivation and reduce anxiety in the language-learning process. This study is conducted to find out the effects of using subtitles on language learning. We conducted semi-structured in-depth interviews with 20 students who watch subtitled movies regularly in their free time. The results of our study pointed out that watching subtitled movies helps learners improve their learning skills and motivates them to learn more about the target language. In addition, subtitles can enhance engagement in learning, and they help the learner acquire basic knowledge of language. However, more research is required to get most of the subtitled movies as instructional materials to use in language learning classrooms.

___

  • Almeida, P. A., & Costa, P. D. (2014). Foreign language acquisition: The role of subtitling. Procedia-Social and Behavioral Sciences, 141, 1234-1238.
  • Baltova, I. (1994). The impact of video on the comprehension skills of core French students. Canadian Modern Language Review, 50(3), 507-531.
  • Baltova, I. (1999). The effect of subtitled and staged video input on the learning and retention of content and vocabulary [Doctoral dissertation]. University of Toronto.
  • Basaran, S., & Dilber, E. (2013). Effects of captioned tv shows on language learner motivation and perception. Respectus Philologicus, 23(28), 83-96.
  • Baskett, H. K. M. (1993). Workplace factors which enhance self-directed learning. Seventh İnternational Symposium on Self-Directed Learning. https://files.eric.ed.gov/fulltext/ED359354.pdf
  • Borrás, I., & Lafayette, R. C. (1994). Effects of multimedia courseware subtitling on the speaking performance of college students of French. The Modern Language Journal, 78(1), 61-75.
  • Bird, S. A., & Williams, J. N. (2002). The effect of bimodal input on implicit and explicit memory: An investigation into the benefits of within-language subtitling. Applied Psycholinguistics, 23(04), 509-533.
  • Cahoon, B. B. (1995). Computer skill learning in the workplace: A comparative case study. [Doctoral dissertation]. University of Georgia.
  • Chan, D., & Herrero, C. (2011). Using film to teach languages: a teachers’ toolkit for educators wanting to teach languages using film in the classroom, with a particular focus on Arabic, Mandarin, Italian and Urdu. Cornerhouse.
  • Creswell, J. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications.
  • Danan, M. (1992). Reversed subtitling and dual coding theory: New directions for foreign language instruction, Language Learning, 42(4), 497-527.
  • Danan, M. (2004). Captioning and subtitling: Undervalued language learning strategies. Meta, 49(1), 67-77.
  • Dewey, J. (1916/1944). Democracy and education. The Free Press
  • d'Ydewalle, G., & Van de Poel, M. (1999). Incidental foreign-language acquisition by children watching subtitled television programs. Journal of Psycholinguistic Research, 28(3), 227-244.
  • Ellis, R. (1994). The study of second language acquisition. Oxford University Press.
  • Ellis, R. (2005). Measuring implicit and explicit knowledge of a second language. Studies in Second Language Acquisition, 27(2), 141-172.
  • Garza, T. J. (1991). Evaluating the use of captioned video materials in advanced foreign language learning. Foreign Language Annals, 24(3), 239-258.
  • Grimmer, C. (1992). Supertext English language subtitles: A boon for English language learners. Enrolled Agents Journal, 10(1), 66-75.
  • O’brien, A., & Hegelheimer, V. (2007). Integrating CALL into the classroom: The role of podcasting in an ESL listening strategies course. ReCALL, 19(02), 162-180.
  • Grgurović, M., & Hegelheimer, V. (2007). Help options and multimedia listening: Students' use of subtitles and the transcript. Language Learning & Technology, 11(1), 45-66.
  • Huang, H. C., & Eskey, D. E. (1999). The effects of closed-captioned television on the listening comprehension of intermediate English as a second language (ESL) students. Journal of Educational Technology Systems, 28(1), 75-96.
  • Knowles, M. S. (1970). The modern practice of adult education (Vol. 41). New York Association Press.
  • Krashen, S. (1982). Principles and practice in second language acquisition (Vol. 2). Pergamon Press.
  • Lesser, L. M. & Pearl, D. K. (2008). Functional fun in statistics teaching: Resources, research, and recommendations. Journal of Statistics Education, 16(3), 1-11.
  • Levin, J. R., & Berry, J. K. (1980). Children’s learning of all the news that’s fit to picture. ECTJ, 28(3), 177-185.
  • Magliano, J. P., & Zacks, J. M. (2011). The impact of continuity editing in narrative film on event segmentation. Cognitive Science, 35(8), 1489-1517.
  • Markham P. (1989), The effects of captioned television videotapes on the listening comprehension of beginning, intermediate, and advanced ESL students. Educational Technology, 29(10), 38-41.
  • Mealman, C. A. (1991). Incidental learning by adults in a nontraditional degree program: A case study. [Doctoral dissertation, Northern Illinois University]
  • Mei-ling, T. (2007). A study on the teaching English listening and speaking through films. Journal of Huaihua University, 11, 151-152.
  • Neuman, S. B., & Koskinen, P. (1992). Captioned television as comprehensible input: Effects of incidental word learning from context for language minority students. Reading Research Quarterly, 27(1), 94-106.
  • Paivio, A. (1975). Coding distinctions and repetition effects in memory. Psychology of Learning and Motivation, 9, 179-214.
  • Paivio, A. (1971). Imagery and verbal processes. Holt, Rinehart, and Winston.
  • Resta, P., & Laferrière, T. (2007). Technology in support of collaborative learning. Educational Psychology Review, 19(1), 65-83.
  • Rogers, A. (1997). Learning: Can we change the discourse? Adults Learning, 8(5), 116-117.
  • Rokni, S. J., & Ataee, A. J. (2014). The effect of movie subtitles on EFL learners' oral performance. International Journal of English Language, Literature and Humanities, 1(4), 201-215.
  • Ross‐Gordon, J. M., & Dowling, W. D. (1995). Adult learning in the context of African‐American women's voluntary organizations. International Journal of Lifelong Education, 14(4), 306-319.
  • Stevens, V. (1989). A direction for CALL: From behaviorist to humanistic courseware. In M. Pennington (Ed.), Teaching languages with computers: The state of the art (pp. 31-43). La Jolla, CA: Athelstan.
  • Talaván, N. (2010). Subtitling as a task and subtitles as support: pedagogical applications. In J. Diaz-Cintas, A. Matamala & j. Neves (Eds.), New insights into audiovisual translation and media accessibility (pp. 285-299). Brill. https://doi.org/10.1163/9789042031814_021
  • Underwood, J. (1990). Research in hypertext: Desiderata. Computer Assisted English Language Learning Journal, 1(4), 33-36.
  • Vanderplank, R. (1988). The value of teletext sub-titles in language learning. ELT Journal, 42(4), 272-281.
  • Vanderplank, R. (1990). Paying attention to the words: Practical and theoretical problems in watching television programmes with uni-lingual (CEEFAX) sub-titles. System, 18(2), 221-234.
  • Winke, P., Gass, S., & Sydorenko, T. (2010). The effects of captioning videos used for foreign language listening activities. Language Learning & Technology, 14 (1), 65-86.
  • Wlodkowsky, R. J. (1985). Enhancing adult motivation to learn: A guide to improving instruction and increasing learner achievement. Jossey Bass.
  • Zanón, N. T. (2006). Using subtitles to enhance foreign language learning. Porta Linguarum, 6, 41-52.