Promoting Intentional Vocabulary Learning among EFL Learners in Saudi Arabia: The Role of Captioned and Subtitled TV Series

Abstract

Video viewing whether a TV series, a documentary, or an excerpt can be a useful tool for exposing learners to enormous amounts of input to increase their vocabulary. Thus, this study investigates the effect of viewing of captioned and subtitled TV series in promoting vocabulary learning among EFL learners in Saudi Arabia, it also investigates the effect of the type of the on-screen text (whether English or Arabic) and proficiency level in gaining vocabulary. Data for this study were collected using a quantitative experimental approach. A total of 19 intermediate Saudi female learners participated in this study, they were assigned randomly into two different groups: captions group and subtitles group, both groups were viewing two episodes of a TV series. A pre and post-tests were administered to measure form recall and meaning recall gains of vocabulary. Results showed that the audio-visual input helped participants learn vocabulary in terms of meaning recall and form recall for both groups however the relative gains were found to be comparatively more in the captions group in terms of form recall with no statistically significant difference. With the meaning recall, the subtitles groups showed comparatively higher relative gains without any statistical significance. The relative gains were comparatively higher among students with B2 proficiency than those with A2 in both meaning recall and form recall, irrespective of the groups (p>0.05). The analysis also showed no effect of language of the on-screen text on either form or meaning recall. Taken together, these results suggest that audio-visual materials may aid students in learning and developing new vocabulary in EFL classrooms. Teachers can utilize them to supplement pupils' lack of vocabulary along with their textbooks by piquing their interest and stimulating their curiosity.