Chinese EFL teachers' perceptions of subtitles' effects on English comprehension and vocabulary acquisition: subtitles' effects on English capability

Yilan Xu, Eoin Jordan, Yuanzhe Li*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

2 Downloads (Pure)

Abstract

This article reports on a qualitative study that evaluated Chinese EFL (English as a Foreign Language) teachers' perceptions of the effects of four different subtitling modes on English comprehension and vocabulary acquisition of learners in secondary education. The four types of subtitles refer to no subtitles, Chinese subtitles, English subtitles, and bilingual subtitles in audiovisual materials. The results of the study indicated that interviewees regarded the use of no subtitles as the least effective of the modes for enhancing students' language proficiency. Chinese subtitles were perceived to assist students with comprehension of content but were less effective at enabling them to recall and memorize English lexis. English subtitles were perceived to aid comprehension of the content to some degree, while also inspiring learners to develop their English vocabulary knowledge. Bilingual subtitles were considered to enhance both students' English comprehension and vocabulary acquisition.
Original languageEnglish
Article number22
Number of pages19
JournalInternational Journal of Computer-Assisted Language Learning and Teaching
Volume12
Issue number1
DOIs
Publication statusPublished - 10 Dec 2022

Keywords

  • Computer Science Applications
  • Computer Vision and Pattern Recognition
  • Linguistics and Language
  • Education
  • EFL in China
  • English comprehension
  • Subtitles
  • Vocabulary acquisition

Fingerprint

Dive into the research topics of 'Chinese EFL teachers' perceptions of subtitles' effects on English comprehension and vocabulary acquisition: subtitles' effects on English capability'. Together they form a unique fingerprint.

Cite this