Effectiveness of Subtitles in L2 Classrooms: A Meta-Analysis Study

The use of subtitles in language-learning environments has received considerable attention. Nevertheless, conclusive findings have yet to be reached regarding the effectiveness of integrating subtitles into L2 classrooms. This meta-analysis examined the overall effectiveness of subtitles to enhance...

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Bibliographic Details
Published in:Education sciences 2023-03, Vol.13 (3), p.274
Main Authors: Alotaibi, Hind M., Mahdi, Hassan Saleh, Alwathnani, Deema
Format: Article
Language:English
Subjects:
Analysis
audiovisual translation (AVT)
Classrooms
English as a second language
Foreign language learning
L2 learning
Language proficiency
Language Skills
Learning environment
Listening
Mediation
Meta-analysis
Multimedia
Native languages
pedagogy
Pronunciation
Reading comprehension
Second language learning
Second language writing
Students
subtitles
Subtitles & subtitling
Teaching
Television programs
Vocabulary Development
Writing
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Summary:The use of subtitles in language-learning environments has received considerable attention. Nevertheless, conclusive findings have yet to be reached regarding the effectiveness of integrating subtitles into L2 classrooms. This meta-analysis examined the overall effectiveness of subtitles to enhance learners’ L2. A total of 26 experimental studies conducted between 2010 and 2022 were analyzed to examine the performance of L2 classroom learners based on integrating subtitles as a teaching/learning tool, compared to learners who did not use subtitles. A meta-analysis investigated how effect sizes varied depending on L2 skills (listening, speaking, reading, writing, grammar, vocabulary, and pronunciation), institutional level (school, university, and language institute), participants’ native language (L1), language proficiency, and implementation mode. The results indicated that integrating subtitles into L2 classrooms have a medium effect size (d = 0.69), and the effect sizes of different variables affecting the use of subtitles in language learning are reported. Several pedagogical implications are discussed in light of the findings, which can help promote the successful integration of subtitles in L2 classrooms.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci13030274