The form of the pre-test and post-test was semi-structured interview. One of the experimental groups watched the series with English subtitles and the other group with Persian subtitles while the control group (CG) watched the same series without any subtitles. The researchers assigned the participants randomly into three groups, one control and two experimental, each including 22 learners. To do so, 66 advanced learners were selected out of 104 ones, using Oxford Placement Test. ![]() The present study aimed to find out the effect of watching captioned TV series on speaking accuracy of Iranian advanced English as a Foreign Language (EFL) learner. Overall, neither listening nor reading test scores exhibit statistically significant differences between the three groups, although the post-hoc test, which was used for comparing the groups with each other, revealed that a significant difference was detected between the ESG and SSG within the analysis of reading test scores. The test results were analyzed and compared using the Analysis of Variance (ANOVA) statistical method and the Bonferroni post-hoc test. Afterwards, the participants in each group underwent listening and reading tests, and their scores were subsequently examined. A total of thirty Slovak university EFL learners were divided into three groups according to their viewing preference: English subtitle group (ESG), Slovak subtitle group (SSG), and no subtitle group (NSG). The present study attempts to explore the potential effects of watching authentic English videos (movies, TV shows, etc.) with subtitles (English and Slovak) and without subtitles on listening and reading skills. Watching English videos can be considered as a powerful and popular tool with regard to learning English as a foreign language, and ought to be devoted serious attention by teachers and researchers. Keywords: Arabic Subtitles, EFL learners, English subtitles, Language Learning, Listening Comprehension, Movies ![]() The results of the data analysis revealed that for Multiple Choice tests, the subtitles groups outperformed the WSG, and ASG performed better than the ESG however, on the TOEFL test, the analysis of groups’ performance revealed a better mean score for the ESG compared to other groups. In the last session, all participants sat on the listening section from the TOEFL test. Then, each group was asked to complete a questionnaire in order to know their opinions about the way the movie was presented. After screening the 14 excerpts from 8 movies, 14 multiple-choice listening comprehension tests were administered in order to evaluate their listening comprehensions. The first experimental group viewed the movie with English subtitles (ESG), the second group viewed the movie with Arabic subtitles (ASG), and the control group viewed the movie without subtitles (WSG). 104 participants were randomly chosen and then randomly assigned to the two experimental groups and the control group. The participants of this study were randomly selected from a larger pool of 180 fourth year students from the Department of English Language, Minoufia University, Egypt. Thus, the present study represents an effort to empirically examine the effect of feature movies with and without subtitle on listening comprehension of Egyptian EFL learners. However, what has unfairly remained unresolved is the use of subtitles. ![]() With the increasing access to audiovisual material, EFL learners are more exposed to oral input in English than ever before. 275 - 290 The Effect of Subtitling on the Enhancement of EFL Learners’ Listening Comprehension Noha Sobhy Ghoneam Department of English Language and Literature Faculty of Arts Minoufia University, Egypt Abstract In Egypt most foreign-language audiovisual materials are viewed in the original audio version with the Arabic subtitles.
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