Journal of English Teaching through Movies and Media 2014;15(3):21-38.
Published online December 30, 2014.
Learner Perceptions on the Effects of Different Types of Subtitles and Explanation Methods in the EFL Classroom Using Films
Joo Moon Eun, yeo Yun Ji
This study investigated learners' perceptions on the effects of different types of subtitles (captions) and explanation methods in English classes using films. The purpose of the study is to discover which types of subtitles and explanation methods the students prefer and perceive to be helpful for their understanding L2 (English) films and language development in the Korean EFL context. A total of 112 Korean university students participated in the explanatory survey chosen from two versions of a questionnaire in the pilot study. The overall results indicated that learners preferred watching L2 films with captions and believed captioning to be more effective for their language learning than no captioning. Specifically, Korean EFL university students preferred L1 (Korean) subtitles to L2 (English) subtitles and no subtitles. However, they believed that L2 subtitles were significantly more helpful and effective than the other two types of subtitles for language learning. In regards to explanation methods, although the learners seem to prefer watching the video clips before listening to the teacher's explanation, the results of t tests for preference and perceived effectiveness showed no statistical differences. The findings of this study suggest that L2 subtitles can facilitate language learning in the EFL classroom using films.
Key Words: films (movies);subtitles;captions;explanation methods;learner perceptions;comprehension

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