THE EFFECT OF INTRALINGUAL SUBTITLED VIDEO IN LEARNING THE MEANING OF TARGETED ENGLISH VOCABULARIES IN MALAYSIAN ESL SECONDARY SCHOOL CONTEXT
Abstract
Audiovisual materials enhanced with captions or subtitles have long been regarded as a great pedagogical tool to enhance various aspects of language learning such as listening comprehension, oral skills, grammar, and vocabulary. Due to the notable potential of subtitled videos in assisting language learners, the current research takes interest on investigating the extent of intralingual subtitled video in helping ESL students to learn the meaning of the targeted English vocabularies. Underpinned by Paivio’s dual-coding theory and Krashen’s Input Hypothesis, intralingual subtitled video becomes a comprehensive input with multiple modalities that stimulate a viewer’s information processing system to facilitate better memory retention and ensure recognition of meanings and form of vocabularies. This research employs pre-test and post-test vocabulary quizzes, open-ended questionnaires, and email questionnaires to elicit the data required from 30 ESL Form 2 students of a secondary school in Melaka, Malaysia. Findings indicate that intralingual subtitled video do help participants to learn the meaning of the targeted English vocabularies due to the availability of pictorial cues, textual cues and audio to help participants to establish words’ meanings. This study offers ESL learners and educators a reference in utilising a multimedia tool that suits the needs and interest of learners as well as initiating a potential solution to solve vocabulary-learning issues diagnosed in classrooms.
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