Abstract:
Vocabulary acquisition is a key component of second language learning, and it
directly affects learners’ overall language competence. Many prior studies have
revealed that technology-based language learning tools can be used in second
language classroom to enhance the vocabulary knowledge of learners. The main
objective of this experimental study was to examine the effect of bimodal and
standard subtitles compared to a no subtitle mode, on L2 learners of English in
developing their incidental vocabulary knowledge within a classroom context. The
sample included 81 adult intermediate learners of English from a Sri Lankan
university, selected based on their proficiency. The participants were divided into
four groups randomly; three experimental groups and one control group. The first
experimental group (A) watched the video with bimodal subtitles once, the second
group (B) watched the video with standard subtitles once and the third group (C)
watched the same video without subtitles. All groups watched the same video
during the experimental session. Pre-tests and post-tests were conducted to assess
participants’ receptive and productive vocabulary knowledge of the 05 target
words that occurred in the videos. The control group took only the pre-test and
post-tests, without viewing the video. The results revealed that the participants in
group A, who watched the video with bimodal subtitles, developed their receptive
knowledge of the target vocabulary during the experiment, as indicated by the
pretest to posttest results. The group B, which watched the video with standard
subtitles and group C which watched the video without any subtitles demonstrated
no significant gains in receptive and productive vocabulary knowledge, in contrast
to the pre-test to post-test results. The control group did not show any significant
difference between pre and posttest results. The findings indicate that video
watching with bimodal subtitles can increase L2 learners’ receptive vocabulary
knowledge, and any other subtitled mode does not support enhancing the receptive
and productive vocabulary knowledge of L2 learners. The study has several
implications for effective use of technology in ESL classroom to facilitate
vocabulary development.
