The Difference between the Effectiveness of Authentic and Pedagogical Films in Learning Vocabulary among Iranian EFL Students

Somayeh Soltani, Afshin Soori


This study tried to investigate the effectiveness of authentic and pedagogical films with English and Persian subtitles in learning vocabulary. Moreover, the role of these two types of subtitles and the films with no subtitles were investigated. To conduct the study, 30 Iranian EFL students were selected based on the results of an Oxford Placement Test and were assigned in two experimental groups as authentic and pedagogical groups. The students were given twelve sessions as treatment. Then, the researcher administered a post-test at the end of the treatment period. The post-test was a multiple-choice test with 25 items. To answer the research questions statistical analysis was performed. The results of t-test showed that the students in authentic group had a better performance than the students in the pedagogical group in vocabulary learning. Regarding the findings of One-way ANOVA and post-hoc Tuckey test, revealed that the students who received films with English subtitles had a better performance in comparison to groups of students who watched films with Farsi subtitles or those watched films with no subtitles.

Keywords: Subtitles, pedagogical, authentic, films, EFL students, vocabulary learning

Full Text:



Chapple, L., & Curtis, A. (2002). Content based instruction in Hong Kong: Student response to film. System, 28, 419-433.

Danan, M. (2004). Captioning and subtitling: Undervalued Language Learning Strategies.Meta, 49(1), 67-77.

Gorjian, B., Pazhakh, A. R., & Parang, K. An investigation on the effect of critical thinking (CT) instructions on Iranian EFL learners’ descriptive writing: A case of gender study. Advances in Asian Social Science, 1(1), (2012), 114-118.

Gorjian, B., Pazhakh, A. R., & Naghizadeh, M. (2012). Comparative study of conjunctive adverbials (CAs) in native researchers' (NRs) and nonnative researchers' (NNRs) experimental articles. Advances in Asian Social Science, 1(2), 224-247.

Gorjian, B., Alipour, M., & Saffarian, R. (2012). The effect of multisensory techniques on reading comprehension among pre-intermediate EFL learners: The case of gender. Advances in Asian Social Science, 1(2), 192-196.

Hayati, A. & Mohammadi, F. (2009). The effect of films with and without subtitles on listening comprehension of EFL learners. British Journal of Educational Technology, 42(1), 181-192.

Kim, D., & Gilman, D. A. (2008). Effects of Text, Audio, and Graphic Aids in Multimedia Instruction for Vocabulary Learning. Educational Technology & Society,11(3), 114-126.

Koolstra, C. M. & J. W. J. Beentjes. (1999). Children´s vocabulary acquisition in a foreign language through watching subtitled television programs at home. Educational Technology Research and Development, 47(1), 51-60.

Mishan, F. (2005).Designing authenticity into language learning materials. Portland: Intelect Ltd.

Reese, S. D., & W. R. Davie. (1987). Captioning effects of television news learning. Paper presented to the Radio-Television Journalism of the Association forEducation in Journalism and Mass Communication Annual Conference, San Antanio, Texas.

Sharpe, P. J. (2004). How to prepare for the TOEFL. New York: Barron´s Educational Series, Inc.

Solsow, J., & Ascher, A. (2007). Top notch series. London: Longman.

Stewart, M. A., & I. Pertusa. (2004). Gains to language learners from viewing target language closedcaptioned films. Foreign language Annals, 37(3), 437- 447.

Sydorenko, T. (2010).The effects of captioning videos used for foreign language listening activities. Language Learning and Technology, 14(1), 65-86.

Talavan, N. (2007). Using subtitles in a multimedia environment to enhance listening comprehension for foreign language students of English. Proceedings VI International AELFE Conference. Lisbao, ISCAL, 452- 458.

Thornbury, S. (2004). How to teach vocabulary. Longman: Pearson Education Limited.

Yoshi &Flaitz. (2002). Second language vocabulary retention: the effects of text and picture annotation types. CALICO Journal, 20(1), 33-58.

Zarei (2008).The effect of bimodal, standard, and reversed subtitling on L2 vocabulary recognition and recall.SID Journal, 5(1), 65-84.

Zhang, Y, & Wu, L. (2008). Weights optimization of neural network via improved BCO approach. Prog., Electromagn. Res., 83, 185-198.

Zhang, Y, & Wu, L. (2011a). A novel algorithm for APSP problem via a simplified delay pulse coupled network. Journal ofComputational Information Systems, 7 (3), 737 744.

Zhang, Y, & Wu, L. (2011b). A hybrid TS-PSO optimization algorithm. Journal of Convergence Information Technology, 6 (5), 169-174.

Zhang, Y, Wang, S, Wu, L, & Huo,Y. (2011). Multi-channel diffusion tensor image registration via adaptive chaotic PSO. Journal of Computers, 6 (4), 825-829.

Zhang, Y, Wu, L, Wei, & Wang, S, L. ), (2011). A novel algorithm for all pairs shortest path problem based on matrix multiplication and pulse coupled neural network. Digital Signal Processing, 21 (4), 517-521.


  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2010-2023 (CC-BY) Australian International Academic Centre PTY.LTD.

Advances in Language and Literary Studies

You may require to add the '' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.