A meta-analysis of the effect of bimodal subtitling on vocabulary learning among adult EFL learners

Abstract

A meta-analysis is conducted to investigate the impact of English subtitling on EFL learners’ vocabulary improvement. This study is done by collecting and analyzing previous research investigated on the effect of bimodal subtitles on vocabulary learning among EFL learners in different contexts and settings. The main point is to systemize the existing literature on bimodal subtitle as a topic in relation to vocabulary learning, and to compare the results of different studies in this respect.  Thus, second language development could be addressed through using bimodal subtitling as one effective teaching method for EFL learners. In an effort to investigate previous literature, a meta-analysis is developed to measure the overall effect size of the study and to guide English educators accordingly. Stata 14 is used for the analysis. The results extracted from the 10 papers found overall positive effect of bimodal subtitling on vocabulary learning among adult EFL learners.