Impact on English Language Learners’ Listening Comprehension and Acquisition of Vocabulary Through the Use of Subtitled Videos

Abstract

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There has been an increase of appreciation in the understanding of the value and application of technology in the twenty-first century. In the classroom, technology is replacing conventional teaching techniques. Despite the fact that various research studies have been used to demonstrate the advantages of subtitled movies for language learners, there are notably few ones in this area in the context of Pakistan. This study was framed to examine the effects of watching videos with the subtitles on ESL students' vocabulary and listening abilities. Pre-post tests and attitude questionnaires were given as part of a quasi-experimental study that the researchers used, to gather both qualitative and quantitative data of the groups. The group's hearing comprehension scores were pre-tested at .948 and vocabulary scores were pre-tested at .876. Both with p-values at more than 0.05 showed the group's listening and vocabulary skills were on the same level. However, both the listening comprehension and vocabulary learning post-test outcomes had p-values under 0.05 (0.007 and 0.014, respectively). The researcher’s additional use of descriptive statistics and participant surveys showed that the experimental group outperformed the control group in vocabulary learning and listening comprehension, supported the alternative hypothesis. The current study provides insightful qualitative and quantitative data that can aid in the better understanding of modern teaching methodologies and their potential for change by policymakers, syllabus writers, and educators. By allowing for deeper investigation of the topic, this study can aid future academics’ understanding of the value of incorporating technology into education.