IMPACT OF DIFFERENT SUBTITLED MODES ON VOCABULARY ACQUISITION IN L2 ENGLISH LEARNERS: AN EXPERIMENTAL STUDY

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.