RESEARCH TOPIC:
Working Title: Effectiveness of Viewing English-Subtitled Video Material
Towards Vocabulary Acquisition among Third Year English Language Learners
Title of the Study/
Author/Publisher /
Year of Publication
Research
Problem
Rosales, A. (2019).
Vocabulary
Acquisition
(Incidental) through
Watching Subtitled
Video Material. ELT
Forum: Journal of
English Language
Teaching, 8(2), 190197. https://doi.org/
10.15294/elt.v8i2.33
356
Investigate
the effect
of
watching
subtitled
video
towards
vocabulary
acquisition
(incidental
)
Research
Objectives
A)
B)
Payá-Guerrero,
Wonders; EstebanSegura, Laura. EFL
Vocabulary
Acquisition: Narrow
RQ1.
Which
method is
more
effective
find out
the
effect of
watchin
g
subtitled
video
material
(El
Pasajer
o, 37minute
Spanish
Film) on
the
vocabul
ary
acquisiti
on with
an
emphasi
s on the
receptiv
e and
producti
ve
vocabul
ary
knowled
ge.
to test of
there is
a
significa
nt
differenc
e
between
the
pretest
and
postpos
e
perform
ance in
the
receptiv
e and
producti
ve
vocabul
ary k
owledge
of the
participa
nts.
to
investig
ate
which
methodo
Research
Approach/ Method
Design
Variabl
es
Include
d
Pretest and
posttest design
Materials:
One subtitiled film,
Vocabulary
Knowledge Scale (
Paribakht and
Wesche, 1993), list
of words extracted
from the film.
Pretest was
administered
among 100 Tertiary
students, before the
viewing of the film.
An unannouncedd
posttest was done
a month after the
pretest and filmviewing.
100
Tertiary
student
s (ages
18-20)
who
are
enrolle
d in
Technic
al
Writing.
Major
Construct
s/
Concepts
Salient
Findin
gs
Recommendati
ons for further
investigation
A)
There
is a
positiv
e
effect
on the
vocab
ulary
acquisi
tion of
learner
of
Englis
h as
secon
d
langua
ge in
terms
of their
recepti
ve and
prodict
ive
vocab
ulary k
owledg
e.
The study
suggests
multimedia
facilities to be
provided in
both public and
private schools
in the
Philippines
which are
needed in the
use of subtitled
video material
in the teaching
of vocabulary.
Limitatio
ns of the
Study
B) The
perfor
mance
in the
recepti
ve
vocab
ulary
knowle
dge of
the
target
words
of the
partcip
ants is
greater
than
their
produc
tive
vocab
ulary
knowe
dge.
Experiment
Materials: Pretest
and posttest
consisting twenty
target
two
groups
of EFL
student
s at
Vocabula
ry
acquisitio
n gains
are
It was
reveal
ed that
both
narrow
Future
researchers
could
investigate on:
A) asse
The
results
obtained
cannot
be
Reading versus
Reading plus
VocabularyEnhancement
Activities. A Case
Study with Spanish
Secondary School
Students. Porta
Linguarum, 24: 93105
(2015). [http://hdl.ha
ndle.net/10481/538
02]
for the
acquisition
of
vocabulary
in a
foreign
language
context:
the narrow
reading
treatment
(NR) or
the
reading
plus
vocabulary
-enhancement
activities
treatment
(RV)?
RQ2.
What are
the
quantitativ
e gains in
vocabulary
acquisition
between
the
groups?
RQ3. Are
there any
difference
s in
vocabulary
gains
within and
between
the groups
regarding
receptive
and
productive
word
knowledge
of the
target
vocabulary
?
logical
approac
h,
narrow
reading
or
reading
plus
vocabul
aryenhance
ment
activities
, better
facilitate
s
vocabul
ary
acquisiti
on for
students
of
English
as a
foreign
languag
e.
words(including
nouns and verbs),
an adapted version
from Vocabulary
Knowledge Scale
(Paribakht and
Wesche, 1993)and
16.5-hour
instruction.
their
4th
year of
ESO
(compu
lsory
second
ary
educati
on) in
the
school
Marian
o
Baquer
o
Goyane
s in
Murcia,
Spain.4
The
school
offers a
bilingua
l
section
for both
ESO
and
Bachille
rato
(noncompul
sory
second
ary
educati
on),
Two
groups
attendi
ng
regular
English
classes
, each
made
up of
21 and
14
student
s, were
monitor
ed.
Both
classes
were
taught
by the
same
teacher
, who
had 27
years
of
teachin
g
experie
nce at
second
greater
when
students
are
asked to
complete
intention
al
vocabula
ryenhance
ment
activities
after
reading
(Paribakh
t&
Wesche,
1997)
readin
g and
readin
g plus
vocab
ularyenhan
cemen
t
activiti
es
have
positiv
e
effects
on
learner
s’
vocab
ulary
develo
pment.
ssing
learn
ers’
voca
bular
y
acqui
sition
at
sever
al
langu
age
profic
iency
levels
in
order
to
analy
ze
whet
her
the
proce
ss for
voca
bular
y
devel
opme
nt are
differ
ent.
B) Broa
denin
g the
scop
e by
testin
g
stude
nts’
acqui
sition
of
other
types
of
lexica
l
units
and
analy
zing
distin
ction
s in
the
acqui
sition
proce
ss.
C) Com
parin
g
result
s on
voca
bular
generaliz
ed
because
the
sample
has
been
drawn
from one
specific
school in
a
particula
r city in
Spain.
Also,
participa
nts have
diverse
languag
e
backgro
unds.
ary
educati
on. All
the
particip
ants
had
already
studied
English
in
school
settings
for
about 9
years
prior to
the
experi
ment.
Asadi Aidinlou, N.,
& Moradinejad, A.
(2016). Short-term
and Long-term
Retention of
Vocabulary through
Authentic Subtitled
Videos. Advances
in Language and
Literary Studies,
7(5), 14-22.
Retrieved
from https://journals
.aiac.org.au/index.p
hp/alls/article/view/2
546
the
present
study
attempts
to indicate
that,
among
different
ways of
learning
and
teaching
vocabulary
, learning
vocabulary
through
watching
subtitled
video
clips, that
is,
authentic
use of
authentic
materials
will lead to
a better
short term
and longterm
retention
Hypothesis:
a)Teaching
authentic
vocabulary
through authentic
subtitled video
clips leads to a
better short-term
retention of
vocabulary
compared with
traditional method
in an EFL context.
b) Teaching
authentic
vocabulary
through authentic
subtitled video
clips leads to a
better long-term
retention of
vocabulary
compared with
traditional method
in an EFL context.
Experiment
Materials:
An authentic video
clips used in this
study were English
speaking television
sitcoms. To test
the participants’
vocabulary
retention a test of
vocabulary with 20
items was
constructed.
36
particip
ants
were
divided
into two
equalsized
groups:
one as
treatme
nt
(N=18)
and
another
as
control
(N=18).
The
particip
ants
were
taking a
vocabul
ary
course.
They
had
already
studied
English
for
about
10
years.
The
particip
ants
chosen
in the
present
study
were at
advanc
y
acqui
sition
and
its
devel
opme
nt
obtai
ned
by
differ
ent
group
s:
biling
ual
versu
s
nonbiling
ual
group
s.
In the
treatment
group,
participa
nts
learned
vocabula
ry
through
watching
subtitled
videos
(incident
al
learning).
First,
they
watched
the video
clip with
subtitles.
During
the
second
viewing,
they
watched
the same
movie
without
subtitles.
This
activity
made
them
realize
that
subtitles
are not
so
necessar
y for
understa
nding the
Result
s
sugge
sted
that
traditio
nal
instruc
tion is
much
more
effectiv
e in
shortterm
retenti
on of
vocab
ulary
in
compa
rison
with
teachi
ng
vocab
ulary
throug
h
subtitle
d
videos.
In
other
words,
this
study
does
not
discar
d the
traditio
nal
explicit
Further
research on the
use of authentic
video clips and
subtitles are
needed to
encourage
teachers to
start using
technologies
and electronic
applications
and to make
the appropriate
use of video
and subtitles to
enhance the
students’ longterm
vocabulary
retention and
language
learning
motivation
ed level
since
as it
was
discuss
ed
above
authent
ic
materia
ls are
appropr
iate for
postinterme
diate
levels.
Both
groups
in this
study
were
taught
by the
same
teacher
. The
particip
ants
were
learnin
g
English
at a
langua
ge
institute
in
Talesh,
Iran.
Their
ages
were
betwee
n 22
and 31
with a
mean
of 25.
All of
them
were
attendi
ng the
English
class
twice a
week
about
90
minutes
per
session
during
a
semest
er (8
weeks)
dialogues
and
storyline.
On the
other
hand, in
the
control
group,
vocabula
ry was
chosen
from the
subtitles
of the
same
video
clips, but
learners
underwe
nt
intention
al
learning
through
traditiona
l
methods
of
vocabula
ry
instructio
n.
Vocabula
ry
instructio
n in the
control
group
involved
different
techniqu
es of
vocabula
ry
presentat
ion
teachi
ng of
vocab
ulary,
simply
becau
se
both
authen
tic
materi
als
and
authen
tic
usage
of
them
are of
equal
import
ance.
Differe
nt
metho
ds of
presen
ting
new
vocab
ulary
to EFL
learner
s,
leads
to
marke
dly
differe
nt
degree
s of
vocab
ulary
retenti
on in
short
and
long
term
period
s.
Theref
ore, it
is
recom
mende
d that
in
order
to
have a
better
retenti
on,
both
shortterm
and
Lertola, J. (2012).
The effect of the
subtitling task on
vocabulary learning.
Retrieved April 11,
2016 from
http://isg.urv.es/publ
icity/isg/publications
/trp_4_2012/5Lertola.pd
to
investigate
the effects
of the
subtitling
practice
on
incidental
vocabulary
acquisition
in the
Italian
foreign
language
class
Will exposure to
new words
through authentic
video material and
its translation for
subtitling affect
incidental foreign
language
vocabulary
retention? This
question gives rise
to two hypotheses:
The effect of
subtitling on
vocabulary
learning 65 H1:
Both conditions
will result in
retention of new
L2 vocabulary
compared to the
pre-task
performance. H2:
The subtitling
condition will lead
to a more
significant L2
incidental
vocabulary
acquisition
compared to the
non-subtitling
condition.
Quasi-experimental
Materials:
An initial
questionnaire was
also given to find
out the students’
background as well
as televisionviewing habits, in
terms of subtitled or
dubbed material
and their previous
learning
experiences; the
questionnaire
contained six
closed-ended
questions, and two
open-ended
questions.
The Eg performed
a subtitling task
from Italian (L2)
into English (L1) of
a short video clip
from a
contemporary
Italian movie, while
the Cg did task
based activities
(oral
comprehension and
L2 writing) on the
same video clip
using NUI Galway
Blackboard Virtual
Learning
Environment (VLE).
Immediate and
delayed post test
were administered.
The
subject
s
(n=16)
were
enrolle
d in the
second
-year
Bachel
or
Degree
of Arts
at NUI
Galway
.
Student
s
signed
up for
the two
groups
accordi
ng to
their
class
schedul
e; this
resulte
d in six
student
s in the
Experi
mental
group
(Eg)
and ten
in the
Control
Group
(Cg).
A)
Stephen
Krashen’
s Input
Hypothes
is, people
can
acquire a
second
language
“only if
they
obtain
compreh
ensible
input”
(Krashen
1985: 4).
T)
B)
Mayer’s
Cognitive
Theory
Cognitive
theory of
multimedi
a
learning
also
underpin
this
project:
consider
ation was
given to
the two
different
channels
used for
managin
g The
effect of
subtitling
on
vocabula
ry
learning
63 audio
and
visual
informati
on; the
limited
amount
of
informati
longterm,
differe
nt
metho
ds f
leanin
g
vocab
ulary
should
be
adopte
d.
A)
There
is a
clear
improv
ement
in
learner
s’
inciden
tal
vocab
ulary
acquisi
tion
from
pretest to
immed
iate
and
delaye
d posttests
(confir
ms the
first
hypoth
esis)
b)
statisti
cally
signific
ant
results
emerg
e only
at the
postdelaye
d
point.
(secon
d
hypoth
esis)
Further
research on the
use of the
subtitling
practice as an
effective
pedagogical
tool in the FL
class,
Due to
the
limited
number
of
participa
nts in
this
study it
is not
possible
to draw
definitive
conclusi
ons.
on that
the
human
mind can
process
at one
time; and
the active
processin
g in
which
humans
are
engaged
in
learning
acquisitio
n
(Fletcher
and
Tobias
2005)
C.
Noticing
Hypothes
is,
proposed
by
Schmidt
(2001),
L2
learners
should
notice
the input
in order
to
transform
the input
into
intake for
learning;
and
“[o]ne
way to
make a
foreign
language
feature
noticeabl
e or
salient in
the input
is to
enhance
it by
providing
contrastiv
e
associati
on with
the
correspo
nding L1
item”
(Laufer
and
Girsai
2008:
697)
Bellalem, F.,
Neddar, B. A.,
Bouagada, H., &
Djelloul, D. B.
(2018). The Use of
Subtitled Movies for
Vocabulary
Acquisition in ESP
Settings: Insights
from an
Experimental Study
in Algeria. Arab
World English
Journal, 9 (3), 3-16
DOI:
https://dx.doi.org/10
.24093/awej/vol9no
3.1
explore
the impact
of the use
of
multimedia
and
technology
instruction
on the
learners’
education
al
achieveme
nt in the
context of
Algerian
university
ESP
programm
es
a) To add to
theory in SLA and
L2 methodology
using university
language
programmes in
Algeria as a case
study
b) To draw
conclusions and to
make
recommendations
that would
subsequently be
raised to the
Algerian Ministry
of Education for
evaluation and
policy formulation
purposes.
c) To publish the
findings in order to
share them with
the academic
community in the
field towards
generating further
debate in the
MENA region and
internationally.
Experimental
Material:
a short movie with
Arabic subtitles,
which we then
duplicated into two
pieces of material:
one with subtitles to
be presented to the
Treatment Group
(TG), and the other
without subtitles to
be shown to the
Control Group
(CG).
Identified 31
vocabulary items,
which were
subsequently used
to build a
Vocabulary Test
(VT) as data
collection tool.
a
sample
of 27
universi
ty
student
s who
followe
d a BA
Degree
in
History
at the
Univers
ity of
Mostag
anem.
The
main
langua
ge of
instructi
on in
their
progra
m is
Arabic.
One
module
they
attende
d was
English
for
Specific
Purpos
es,
where
they
were
introdu
ced to
the
termino
logy in
the field
of
History
using
English
langua
ge as a
mediu
m of
instructi
on. The
proficie
ncy
level of
the
particip
ants in
the
target
was
general
ly
Multimedi
a and
technolo
gy-ineducatio
n can
represent
good
sources
for
learning
foreign
language
s (see for
instance
discussio
ns in
Alessi &
Trollip,
2001;
Alias &
Hussin,
2002;
Baltova,
1999;
Bernhard
t & Kamil,
1997;
Bianchi &
Ciabatton
i,2008;
CanningWilson,
2000)
a)
finding
indicat
e that
using
subtitle
d
movies
clearly
enhan
ces
the
learnin
g of
new
vocab
ulary
among
the
sampl
ed
group,
i.e.,
using
subtitle
d
movies
with
the
partici
pants
has a
genera
lly
signific
ant
effect
on
their
acquisi
tion of
vocab
ulary .
b)
finding
s
shows
that
the
vocab
ulary
acquisi
tion of
the
Treatm
ent
Group
differs
greatly
from
the
acquisi
tion of
the
Contro
l
Researchers
suggested that
further research
in the field be
conducted in
other Algerian
universities to
measure up the
validity of their
findings.
interme
diate.
Group.
c)
A
consid
erable
body
of
resear
ch is
genera
lly
congru
ent
with
these
finding
s and
suppor
ts the
claims
that
subtitle
d
movies
can
help
improv
e
vocab
ulary
acquisi
tion.
Watching
Subtitled Films
Can Help Learning
Foreign
Languages
Birulés-Muntané J,
Soto-Faraco S
(2016) Watching
Subtitled Films Can
Help Learning
Foreign Languages.
PLOS ONE 11(6):
e0158409.https://do
i.org/10.1371/journa
l.pone.0158409
To know
the
effectivene
ss of
Subtitled
films in
learning
foreign
languages
.
a)
b)
c)
To find the
effects of
subtitles in
improving the
perception of
second
language
phonology.
To know if
intralingual
subtitles
should
enhance the
top-down,
lexically
driven
formation of
both the
speechsound
categories
and their
adaptation to
phonological
variations.
To know the
effectiveness
of subtitling
toward
vocabulary
and
comprehensi
on skills.
Experiment
Materials:
A face-to-face
written placement
test” from
Cambridge
University [29]
(20m duration).
The first episode of
the 2010 British
series ‘Downton
Abbey (1:08h long)
with English
subtitles (N = 20),
Spanish subtitles
(N = 20), or no
subtitles (N = 20)
In pre-and posttests, sixty
university students
were evaluated on
their English
listening skills and
on a vocabulary
test. The post-test
also included a plot
comprehension
questionnaire, in
addition to the
mentioned listening
and vocabulary
tests.
Sixty
universi
ty
student
s
volunte
ered for
the
study,
They
were
Roman
ce
langua
ge
speake
rs
(Catala
n,
Spanis
h, or
Italian)
most of
them
Spanis
hCatalan
bilingua
l,
betwee
n 21–
28
years
of age,
To
provid
e more
results
the
study
sugge
sts
adding
or
providi
ng
longer
video
expos
ure to
the
studen
t.
The results of
the listening
skills tests
revealed that
after watching
the English
subtitled
version,
participants
improved these
skills
significantly
more than after
watching the
Spanish
subtitled or nosubtitled
versions. The
vocabulary test
showed no
reliable
differences
between
subtitled
conditions.
Finally, as one
could expect,
plot
comprehension
was best under
native, Spanish
subtitles.
The
study
suggests
adding
or
providing
longer
video
exposur
e to the
student
to
provide
more
results
Sabouri, H.,
Zohrabi, M. &
Osbouei, Z. K.
(2015). The impact
of watching English
subtitled movies in
vocabulary learning
in different genders
of Iranian EFL
learners.
International
Journal on Studies
in English
Language and
Literature, 3(2),
110-125.
11.pdf
(arcjournals.org)
RQ1. Is
there any
difference
in
vocabulary
learning
between
an
ordinary
class and
a class in
which
Englishsubtitled
movie
input is
linked with
traditional
instruction
?
RQ2. Is
there any
significant
difference
between
the two
genders in
the
vocabulary
achieveme
nt in the
classes in
which
subtitled
This study
aimed to
explore the
impact of
English
movies with
English
Subtitles on
English
learners
lexical
achievement
s.
Quantitative
To know the
significant
difference
between
males and
females in
achieving
vocabulary
through using
subtitled
movies.
Quasi-Experimental
Post-Pre-Test
Materials:
Proficiency test
The treatment
group which
composts of male,
and females were
going to split to
form another two
group
(Experimental and
control group)
An English movie
with English subtitle
( The Avatar 2009)
who
had
studied
English
through
the
Catalan
school
system
(thus,
after
high
school,
their
level is
equival
ent to
B2,
followin
g the
Commo
n
Europe
an
Frame
work of
Refere
nce for
Langua
ges,
from
the
Council
of
Europe
).
46 (24
male
and 22
female)
Iranian
EFL
learner
s
particip
ated in
this
study. It
was not
possibl
e to
assign
both
gender
s of
learner
s
random
ly to
each
classro
om
becaus
e of the
aim of
the
study
and
gender
discrimi
The
statisti
cal
results
showe
d that
first,
regardl
ess of
the
genre
of
subtitle
d
movie,
males
and
female
s’
scores
were
not
signific
antly
differe
nt from
each
other.
Secon
d, with
the
imple
mentat
ion of
The
researchers
recommended
that more
studies need to
be done in the
future in order
to get the most
advantages out
of the movie
materials in
EFL
classrooms.
movie
input is
implement
ed?
Applying the
UTAUT to Explain
Factors Affecting
English Learning
Intention Via Netflix
(English Subtitle)
Among Thai people
Pongsakorn Limna
1 (Corresponding
Author) Supaprawat
Siripipatthanakul, 2
Sutithep
Siripipattanakul, 3
Kanchanokchon
Woodeson, 4
Pichakoon
Auttawechasakoon
5
(PDF) Applying the
Is there a
relationshi
p between
performan
ce
expectanc
y, effort
expectanc
y, social
influence,
facilitating
conditions,
user
satisfactio
n, and
English
learning
intention
via Netflix
nation.
The
age of
the
particip
ants
ranged
betwee
n 15 to
30
years
old and
they
were
random
ly
placed
in each
group
of
classes
.
This study
investigates
the
relationship
between
factors of
UTAUT,
users’
satisfaction,
and English
learning
intention via
Netflix
(English
Subtitle)
among Thai
people.
Quantitative
Materials:
Closed-end
questionnaires
(Likert's Rating
Scale)
Three
hundre
d and
eightynine
(389)
particip
ants
complet
ed
online
questio
nnaires
. The
findings
reveale
d that
most
respon
a
subtitle
d
movie,
the
partici
pants
in
experi
mental
group
perfor
med
signific
antly
better
than
partici
pants
of the
control
groups
in both
gender
s.
Finally,
it can
be
conclu
ded
that
the
use of
movies
with
subtitle
s can
improv
e
studen
ts’
engag
ement
in
learnin
g and
retriev
al of
new
lexical
items.
The
UTAUT
is a
definitive
model
that
synthesiz
es what
is known
and
serves as
a
foundatio
n for
future
research
in various
sectors
such as
Qualitative
research, such
as interviews,
observations,
and focus
groups, could
provide more
insight into
future research.
expand more
sampling in
other countries
because
learning
English could
increase
happiness and
effectiveness
for students
This
study is
a selfadminist
ered
question
naire.
This
study’s
participa
nts were
represen
tatives
from
Thailand
.
UTAUT to Explain
Factors Affecting
English Learning
Intention Via Netflix
(English Subtitle)
Among Thai people
(researchgate.net)
(English
Subtitle)
among
Thai
people,
and how?
dents
were
female
(50.4%)
, single
(92.6%)
, aged
betwee
n 18
and 25
years
old
(69.8%)
, from
the
Central
part of
Thailan
d
(37.3%)
, and
earned
a
monthly
income
less
than
10,000
baht
(43.2%)
.
Moreov
er,
most
respon
dents
were
student
s
(68.1%)
with an
educati
on level
of
bachelo
r’s
degree
(73.8%)
business
and
entrepren
eurship
sectors
(Handok
o, 2020;
Rozmi et
al., 2019)
healthcar
e sectors
(Bawack
et al.,
2018;
Shiferaw
et al.,
2021),
agricultur
e sectors
(Han et
al., 2021;
Kang et
al.,
2020).
Also,
educatio
n sectors
(Khechin
e et al.,
2014;
Tan,
2013).
and all
generations via
Netflix