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Visual multimedia is believed for many years to be a great enhancement for teaching EFL classes, and the combination of both image and sound significantly helps in the achievement of the pedagogical goals of reading, writing, listening, and speaking English. The impact of captions and subtitles has been discussed for years, and many researchers have found them to be effective. Even so, agreement on them has not yet been attained. Some researchers claim that the use of captions and subtitles in film for the EFL classroom is better than presenting films without them. In contrast, others argue that non-captioned films are more beneficial than captioned ones in the EFL classroom. The purpose of this paper is to analyze, through in-depth study, whether the impact of using captions and subtitles in film is positive, or not, and to find ways to improve listening comprehension through film captioning and oral communication skill through subtitles. It is suggested that keyword captioning according to the level of proficiency and the order of caption use contribute to listening skill improvement, while reversed subtitling on TV improves oral skill. Furthermore, the need for cultural translation of subtitles is suggested. |
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