A meta-analysis of the effect of bimodal subtitling on vocabulary learning among adult EFL learners
Article Sidebar
Main Article Content
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.
Metrics
Article Details
Authors retain copyright to their work and grant Focus on ELT Journal the right of first publication.
Articles are published under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License.
Readers may share published articles for non-commercial purposes, provided that appropriate credit is given to the authors and the original publication. Adapted versions may not be distributed without additional permission from the copyright holder.
License information: https://creativecommons.org/licenses/by-nc-nd/4.0/