San Pedro Relocation Center National High School

Landayan Campus
Landayan, San Pedro Laguna

Decoding Subtitles: The Phenomenon of Improving Students’ English Vocabulary through

Movies

Presented by
Jannazel F. Cabudsan
11-ABM

Presented to
Mr. Marlon Adlit
 CHAPTER 1
THE PROBLEM AND ITS SETTING

Introduction

Movies are a great source of entertainment for many people around the world. With the
advancement of digital technology, it has become more accessible for viewers to watch whenever and
wherever they want. Aside from the entertainment it brings, people can also improve their vocabulary
development and acquire new knowledge by watching English movies.

Vocabulary is a set of familiar words within a person’s language that serves as a useful and
fundamental tool for communication and acquiring knowledge (Wikipedia, 2021). It is the focus of
teaching English language because insufficient vocabulary will make students unable to properly
understand others or convey their own ideas. David Wilkins (1972) summed up the importance of
vocabulary by writing, “Without grammar very little can be conveyed, without vocabulary nothing can
be conveyed.” When a people is rich in vocabulary, it is easier for them to express their ideas precisely.

Vocabulary development is a basic part of the process of education, however a lot of students
struggles in improving their vocabulary. The main methods used for teaching vocabulary skills are
through reading and other engaging activities such as games and role play. Having different methods of
teaching vocabulary is important to ensure the students are engaged in the learning process. One of the
possible methods is through watching movies. It can be used in learning vocabulary in an interesting and
engaging way.

Prensky (2001, as cited in Beauprez, 2014) states that, “Students have changed radically and
that today’s students are no longer the people our educational system was designed to teach.” He also
adds that today’s student thinks and process information fundamentally differently from their
predecessors. Students today grew up in an environment surrounded by multimedia, hence they prefer
learning vocabulary in a rich and natural experiences.
Background of the Study

A great deal of research has been conducted about the efficiency of watching foreign movies as
a way of improving students’ vocabulary development. According to Putra (2014), there is no doubt that
video technology, especially subtitled movies can be a powerful teaching tool to help students learn and
acquire new vocabulary. It has been proven under many studies that movies significantly improve
students' English vocabulary development as it provides a rich context for foreign language acquisition.
In line with this, subtitles also plays a great role in words acquisition. Subtitles or closed captions help
with comprehension of dialog that is spoken in the movie. In addition, subtitles increase reading speed
and listening comprehension. Vocabulary is considered as one of the most difficult to teach and to learn.
In the Philippines, the common methods for vocabulary learning is done through constant reading while
some learn it incidentally through indirect exposure. In view of this ongoing scenario, the researcher
aims to find out whether the use of subtitled movies as a tool for vocabulary development is really
effective for students or not.

Theoretical Framework

The study is anchored from the theoretical support of Dual Coding Theory proposed by Allan
Paivio (1971), where he hypothesized that a person could expand on learned material by two ways:
verbal associations and visual imagery. Within the theory, Paivio identified three types of processing: (1)
representational, the direct activation of verbal or non-verbal representations, (2) referential, the
activation of the verbal system by the non-verbal system or vice versa, and (3) associative processing,
the activation of representations within the same verbal or non-verbal system. This study can also be
supported by Richard Mayer’s in-depth study of Cognitive Theory of Multimedia Learning, where he
states that words and graphics are conducive to learning, rather than just text or graphics alone.

Conceptual Framework

Subtitled Movies Vocabulary

Development
Figure 1. Presents the conceptual framework of the study. It consists of two variables, subtitled movies
as independent variable and vocabulary development as dependent variable.

In Figure 1. Subtitled movies as an independent variable pertains to the transcript text of a dialog in the
movie that provides a better understanding for the words exchanges in the movie. And vocabulary
development as dependent variable pertains to the process of improving all areas of communication-
listening, speaking, reading, and writing.

Statement of the Problem

The study was conducted to examine the phenomenon of improving student’s English
vocabulary through movies. Specifically, the study aimed to provide answers to the following questions:

1. What makes movie a tool for vocabulary development?

2. Why does watching with subtitles better than watching with no subtitles in terms of
Vocabulary development?
3. How does the use of subtitled movies affect students’ vocabulary development?

Scope and Delimitation

 The general intent of this study was to determine the effect of subtitled movies in the
vocabulary development of the selected students of Landayan. This study also focused on determining
the difference of using subtitles when watching movies from not using subtitles at all.

The researcher conducted the study at the student of Barangay Landayan and was limited only to the
grade 11 students.

Significance of the Study

The findings of this study will be beneficial to education considering that vocabulary plays an
important role in language learning. Furthermore, this study will redound to the benefits of:

The students. This study will give the students an idea on how they can help on improving their
vocabulary development by just watching English movies at home.

The parents. This study will give the parents an insight on how watching English movies would help their
children or either themselves in vocabulary acquisition.

The teachers. The findings of this study will give the teachers a possible way of teaching vocabulary in a
fun and engaging way while at the same time, help students to learn.

Researchers. The future researchers would benefit from this study as it will add knowledge and serve as
their reference on their possible research case.
Definition of Terms

Phenomenon- A fact or situation that is observed to exist or happen.

Acquire- To learn or develop.

Efficiency- The state or quality of being efficient.

Redound- Contribute greatly to (a person’s credit or honour).

Reinforce- To strengthen by additional assistance, material, or support.

Authentic- Of undisputed origin.

Anchored- A reliable or principal support.

CHAPTER 2

Review of Related Literature

Movies in Classroom

Movies are an enjoyable source of entertainment and language acquisition (Ismailli, 2012).
Through movies, students may be able to learn while keeping them entertained at the same time. Tafani
(2009), suggested that people should encourage students to see as many movies as possible as it carries
a lot of advantages. One of its great advantage is it’s authenticity (Varga, 2013), because the language
that is used in the movie is presented in everyday conversational settings, in real life context rather than
artificial situations (King, 2002). In addition, Sukrina (2013), stated that students learn vocabulary quickly
by using media such as wall charts, real objects, videos, internet, and movies as it provides more
pedagogical options and are a rich resource of intrinsically motivating materials for students (King,2002).
Moreover, movies offers learner more opportunities to use English (Ismailli, 2012) as films provide an
invaluable extension of what we might call the technologies of language acquisition that have been used
to teach students the basic of English learning in elementary and high school or institutes (Sabouri,
Zorahbi, Osbouei, 2015).

The use of Subtitles

The use of subtitled English movies for vocabulary acquisition is not a new tool for many
researchers. There has been a great number of studies showing the effectiveness of subtitles in
vocabulary development. As Putra (2014), stated that the use of subtitled movies may be effective to
improve the reading and listening comprehension, word recognition and vocabulary acquisition of
students. Watching movies without subtitles is good because the viewers will be able to divert their full
attention to the movie. They will have to pay full attention to both sounds and images in order to
understand the story without the written text, which may cause distraction. However, Yuksel and
Tanriverdi (2009), examined the effects of using subtitles on vocabulary acquisition. They specifically
investigated how an English movie with or without subtitle would affect the vocabulary development of
Turkish University Learners. The result of their study found that learners who are exposed to subtitled
movies outperformed those who doesn’t use subtitles at all. It only shows that learners have a greater
progress when engaging both visual and textual information in the process. Similarly, Winke, Gass &
Sydorenko (2010), investigated the effects of subtitles on listening comprehension and the result
showed that subtitles were more effective than without subtitles.

Neuman and Koskinen (1992 as cited in Mosavi, 2014) discovered that when their subjects were
exposed to English videos with subtitles their vocabulary significantly improved. This was because when
subtitles are presented, they are always paid some attention to (d‟Ydewalle and de Bruycker, 2007).
d”ydewalle and de Bruycker examined in their study the observer’s eye movements pattern between
image and subtitles, and their study shows that switching the attention from visual image to reading the
subtitles happens effortlessly and often automatically.
 Moreover, Danan (1992 as cited in Melodie, 2014) points out that same word repetition
presented by the subtitles also benefits vocabulary acquisition and word recognition (Ewoldt et al.
1992). Learners are able to familiarize themselves in unfamiliar words the more they see it, as they learn
second language through exposure (Krashen, 1985). In addition, Edge (1993, p.27) points out: "Knowing
a lot of words in a foreign language is very important. The more vocabulary the students know, the
easier the students can understand the foreign language.”

Vocabulary Development through Movies

Watching subtitled movies is a great way to reinforce language learning, as well as to develop
communication skill, reading skill, and listening skill. Movie is one of the media which can be used for
student’s vocabulary development. It has been proposed that movies can be used to increase students’
critical thinking skills (Eken, 2003), their awareness of pragmatic usage (King, 2002), their motivation
(Ryan, 1998), and to promote comprehension-based learning (Swaffar & Vlatten, 1997), fluency, etc. (as
cited by Ghoneam, 2015). Through movies, students are able to visualize the use of appropriate
communication in social situations. It is important to allow clear communication of feelings, thoughts,
and ideas.

Chapter 3

Research Methodology

Research Design

A qualitative research methodology was employed in this study. Rosman and Rallis (1998)
describe three approaches to qualitative study: ethnology, case study, and phenomenological study. This
study is a phenomenological approach. It is the philosophical study of the structures of experience and
consciousness. It was first established by Edmund Husserl and later on expanded by his followers Martin
Heidegger, Maurice Merleau-Ponty, Jean-Paul Sartre, et al. Gabriella Farina also states that, a unique
and final definition of phenomenology is dangerous and perhaps even paradoxical as it lacks a thematic
focus. In fact, it is not a doctrine, nor a philosophical school, but rather a style of thought, a method, an
open and ever-renewed experience having different results, and this may disorient anyone wishing to
define the meaning of phenomenology. The design was suitable for this study as phenomenology helps
in understanding people’s lived experience on a phenomena.

Population and Sample of the Study

In this study, a purposive sampling is utilized. It is a type of non-probability sampling technique

in which the researcher relies on his or her own judgment when selecting participants that are useful in
the study. It is often used in qualitative research, where the researcher wants to gain detailed
knowledge about a specific phenomenon rather than make statistical inferences, or where the
population is very small and specific. The researcher used this technique because this allow researcher
to gain a lot of information out of the data collected as the participants already have a knowledge about
the study.

Data-Gathering Procedure and Instrument

Nine grade 11 students (ages 17-18) were asked to participate in a structured interview. As Boyd (2001)
regards two to ten participants or research subjects are sufficient to reach saturation. An interview is a
conversation between two people where one individual asks questions and the other provides answers.
Due to the restrictions caused by the pandemic, the interview is done through video call instead of the
traditional face-to-face interview. However, the interview between some of the participants are done
through exchange of messages only. It is because of several reasons including their schedules and
internet access. The researcher first asked consent from interviewees if they can participate in the study.
Once they agreed, the researcher then set the time and date of the interview based on the availability of
both parties. During the interview, the researcher first discussed the purpose and significance of the
study so they will have an insight about the study. The participants are also asked to answer the
questions honestly and based solely on their experiences. The sub problems of the study are assessed in
order to create interview questions.

Data Analysis

The data are analysed through narrative analysis method. Narrative analysis refers to a cluster of
analytic methods for interpreting text or visual data that have a storied form. It is a valuable
investigative technique that is constructed through the stories of lived experience. According to Stokes
(2003), narrative analysis is a useful method for uncovering the underlying ideologies embedded in
stories and the larger culture that creates the narrative.

Chapter 4

Results and Discussion

Movies as a tool for vocabulary development

As the world continue to embrace modernity, education has transcended from traditional
methods of teaching. As an effect, movies are utilized as a tool for education. Movies are a great source
of entertainment for a lot of people but it can also be a form of learning material for language learning.
Students perceive movies as one of their recreational activities but they learn different things in the
process of watching. Learning through reading doesn’t come so easily for some students as they have
their own learning styles. Movies enables viewers to listen to the word exchanges of the characters and
help them learn how those words are spoken and how it is used in different situations. In addition,
movies provides a subtitles which can help student to acquire vocabulary. While reading is essential for
learning English, hearing how to speak English is also equally important. Movies can be a great
educational resource because it often go beyond curriculum because it is not limited the way books are.
Watching with Subtitles

Subtitles are used to translate spoken audio into written text so that a reader can clearly
understand what is happening in the story of the movie. It is highly useful and helpful especially for
those non English speakers. It can also be used to translate spoken audio into the viewer’s language. A
lot of viewers doesn’t only watch western movies but also other movies that came from different
countries. With the help of subtitles, students can also learn and adapt different languages.

In addition to that, the provided subtitles in the movies help students to learn and familiarize
themselves on how certain words are spelled correctly. Subtitles and captions help students with word
identification, meaning, acquisition, and retention. It has also been revealed that those who watches
subtitles outperformed those who doesn’t use it (Yuksel and Tanriverdi, 2009). Subtitles plays a great
role in fully understanding and comprehending the story line or the context of the movie itself.

Effect of movies in vocabulary development

Viewers, particularly students, may find movies as an effective way to reinforce foreign language
learning. Movies provides a varied and authentic language, and help students visualize on how English
language is used in real life situation. Movies can also help the students in learning the correct
pronunciation of words and how each words can be expressed by enabling them to listen to language
exchanges and facial gestures and expression simultaneously. Viewers are also given a chance to see
different culture, practices, and perceptions that can help them widen their vocabulary and
understanding about the different phenomenon that arises in a certain place. In addition to that,
students can learn other foreign languages as well as adapt their accents. Hence, movies are qualified to
be a tool for vocabulary development.
 Chapter 5

Summary of Findings, Conclusions, and Recommendations

Subproblem 1

Summary of Findings

Movies are utilized as a tool for vocabulary development, as a product of technology

development. It can be a great source of entertainment but it can also be a help for education. It can be
a great educational resource because it often go beyond curriculum because it is not limited the way
books are, and unlike text movies enables students to learn visually. Having the chance to hear word
exchanges and how is it used on everyday lives.

Conclusion

Movies can not only be a form of entertainment but it can also assist students in expanding their
vocabulary in a fun and engaging way.

Recommendation

Formulate a study assessing “What qualifies movies as a tool for language learning”

Subproblem 2
Summary of Findings

Subtitles help students to learn and acquire additional set of words and how those words are
spelled correctly. It helps them with word identification, meaning, acquisition, and retention. In
addition, it also helps them to understand more the context of the story. There has been a study that
students who uses subtitles outperforms those who doesn’t use it at all.

Conclusion

Subtitles substantially improve reading and literacy skills, and is highly useful and helpful for
non-English speakers.

Recommendation

Formulate a study assessing the “How watching movies with subtitles differ from non-subtitles”

Subproblem 3

Summary of Findings

Movies can be an effective way to reinforce language learning. Students can improve their
communication and vocabulary skills by just watching movies, as they are given a chance to how words
are expressed and used in different situations.
Conclusion

Movies provides benefits for student’s vocabulary development, and can be an effective way to
reinforce language learning.

Recommendation

Formulate a study assessing the “Effectiveness of movies for language learning.”

References

References

Ghoneam, N.S. (2015) The effect of subtitling on the enhancement of EFL learner's listening
comprehension
https://www.academia.edu/20064086/The_Effect_of_Subtitling_on_the_Enhancement_of_EFL_Learner
s_Listening_Comprehension

Abata, J. A. (2017). The impact of watching english movies with subtitles on the listening skills of PNC
learners https://www.scribd.com/document/413344579/The-Impacts-of-Watching-English-Movies-
With-Subtitles

Clark, J. M. & Paivio, A. (1991). Dual coding theory and Education. Educational psychology review, 149-
170.

Cobbs, A. Cognitive theory of multimedia learning

Gruta, G. (2013). The effects of watching english movies to their vocabulary skills as perceived by the
grade 8 high scho students of ICCS-Calamba school year 2013-2014.

Harji, M. B. (2010). The effect of viewing subtitled videos on vocabulary learning.

Sadiku, A. (2017). The impact of subtitled movies on vocabulary development.