Language Learning with Netflix: Exploring the Effects of Dual Subtitles on Vocabulary Learning and Listening Comprehension

Abstract

While the use of dual subtitles (concurrent L1 subtitles and L2 captions) has been studied in L2 research, more studies are needed to better understand the impact that this on-screen textual aid can have on vocabulary learning and comprehension. Therefore, this study explored if there were significant differences in vocabulary learning and listening comprehension between EFL students who watched L2 videos with L1 subtitles, L2 captions, and dual subtitles. Participants (N=96) were quasi-randomly divided into three equal groups (n=32) under each on-screen textual aid condition and viewed an episode from a sitcom through Netflix. Pre- and post-tests were administered to measure gains in vocabulary learning at two different levels among 20 target words that appeared in the episode. A 15-item listening comprehension test was also administered post-viewing to determine if there were significant differences in comprehension. Results indicated that the L1 subtitles and dual subtitles groups performed better than the L2 captions group in terms of vocabulary learning, whereas the participants who viewed the episode with dual subtitles did significantly better than the other two groups in listening comprehension. These findings suggest that L1 subtitles, either alone or with L2 captions, are key to supporting vocabulary learning and comprehension of video.