The effect of watching captioned TV series on speaking accuracy of Iranian advanced EFL learners

Abstract

The present study aimed to find out the effect of watching captioned TV series on speaking accuracy of Iranian advanced English as a Foreign Language (EFL) learner. To do so, 66 advanced learners were selected out of 104 ones, using Oxford Placement Test. The researchers assigned the participants randomly into three groups, one control and two experimental, each including 22 learners. One of the experimental groups watched the series with English subtitles and the other group with Persian subtitles while the control group (CG) watched the same series without any subtitles. The form of the pre-test and post-test was semi-structured interview. Before the treatment, the participants were asked questions about friendship, similar to the theme of the series and after the treatment they were asked the same questions as the post-test. The results indicated that both English and Persian subtitling had a positive impact on the accuracy of Iranian advanced English learners. Furthermore, it was found that oral accuracy did not considerably change in the CG, but there were significant improvements in English subtitle and Persian subtitle groups in oral accuracy. Moreover, the study has insights and implications for EFL/English as second language teachers and curriculum designers.
 Keywords: Advanced English as a Foreign Language learners, English subtitles, Persian subtitles, speaking accuracy

The Perceptions of English Teachers About the English Lessons in the Current Education System of Turkey

“…For example, the English curriculum of 2 nd , 3 rd and 4 th grades of the primary schools is based on listening and speaking skills for which the use of technology is required; some of the teachers may have difficulty in terms of using technology. Technology is very effective in language learning (Uzunboylu & Ozcinar, 2009;Ceker & Keser, 2019;Tavoosy & Jelveh, 2019;Tajgozari, 2019). The researcher demonstrated the ease of learning English with the flipped learning method in technology (Yavuz & Ozdemir, 2019).…”

Learning With Mobile Augmented Reality- and Automatic Speech Recognition-Based Materials for English Listening and Speaking Skills: Effectiveness and Perceptions of Non-English Major English as a Foreign Language Students

“…This learner-centered feature combined with instant feedback meets Mayer’s (2005) segmenting and signaling principles in that people learn better from a multimedia lesson presented in user-paced segments and when cues that highlight the essential content are provided. In addition, this feature of the dialog presented with its English audio support and oral practice is similar to subtitled video, which can effectively enhance the performance of EFL learners in listening and speaking skills (Kanellopoulou, 2019; Saed et al, 2016; Tajgozari, 2019).…”

Watching English movies and proficiency development: Advanced learners’ perceptions and strategies

“…Numerous studies have shown the positive effect of movies on language learners' listening skill (e.g., Metruk, 2018;Polat & Eristi, 2019;Yiping, 2016), speaking skill (e.g., Abdolmanafi Rokni & Jannati Ataee, 2014; Okar & Shahidy, 2019;Tajgozari, 2019) and vocabulary development (e.g., Rouhani & Rabiei, 2011;Sabouri et al, 2015;Webb, 2010). Not all movies have the same effect on proficiency development.…”