English subtitled authentic videos in efl vocabulary learning high school students voices

INTRODUCTION

Background of the study

Language, an essential tool for communication, not only conveys thoughts but also bridges cultural and geographical divides At the forefront of global languages, English has etched its prominence, influencing spheres such as trade, academia, technology, and international relations (Crystal, 2003) This global embrace of English underlines its significance in pedagogies worldwide, with educators perennially seeking effective methodologies for its acquisition, especially in regions where English is not the native tongue

South-East Asia stands as a testament to this global linguistic trend Amidst its rich tapestry of cultures, languages, and traditions, English has found a growing resonance Vietnam, in particular, emerges as a focal point in this narrative Historically steeped in its rich culture and traditions, Vietnam's educational landscape has been undergoing a transformation, pivoting towards global competencies English proficiency, especially among its younger populace, is not just a desirable skill but a crucial asset in navigating the globalized world (Tran & Tanemura, 2020)

Vocabulary acquisition sits at the heart of English language learning It is the scaffold upon which linguistic skills are built, influencing every facet of language use, from comprehension to articulation (Schmitt, 2010) The pursuit of effective vocabulary acquisition strategies has been the cornerstone of English pedagogy While traditional methods, rooted in rote memorization and repetitive practice, have their merits, the digital age demands the infusion of innovative approaches

In the digital age, the landscape of educational resources has been radically transformed, ushering in the prominence of audiovisual content, notably videos with English subtitles Such content is a beacon of the fusion between traditional learning and contemporary media Rooted in the idea that multiple senses can enhance retention, subtitled videos leverage both the auditory and visual faculties of learners, providing a multi-sensory experience that enriches the process of vocabulary acquisition (Vanderplank, 2010)

High school students today, often referred to as digital natives, have grown up in an environment saturated with multimedia content In classroom settings, the use of videos with English subtitles is leveraged in various effective ways to enhance language learning For vocabulary enhancement, teachers utilize these videos to introduce new words and phrases in contexts that mirror real-life situations This method, as supported by research (e.g., Webb, 2007), allows students to see how vocabulary is used in natural speech, aiding in better retention and understanding In terms of listening comprehension, subtitles play a crucial role They help students, especially those facing difficulties with different English accents or fast-paced speech, to follow along and comprehend the spoken language more effectively (Vanderplank,

2009) This is particularly beneficial in regions where exposure to native English speakers is limited Furthermore, subtitled videos serve as a tool for reading and pronunciation practice As students read the subtitles while simultaneously listening to spoken English, they can improve their reading skills and pronunciation This dual engagement of reading and listening has been shown to enhance language acquisition, as it allows learners to connect the written and spoken forms of the language (Mitterer

& McQueen, 2009) Additionally, the videos often incorporate elements of culture, providing learners with valuable exposure to various English-speaking cultures This aspect of cultural exposure is vital, as it not only aids in language learning but also helps students develop a broader understanding of different societies and their practices, an aspect highlighted in the work of Kramsch (1993) on cultural context in language teaching

Yet, no single method is without its challenges While subtitled videos are replete with advantages, their integration into structured curricula, potential cognitive overload, and alignment with assessment methodologies necessitate critical examination (Bianchi & Ciabattoni, 2008) Furthermore, the learner's perspective remains paramount How do students perceive this method? Does it resonate with their learning styles? What challenges do they encounter?

This research seeks to unravel these threads, focusing on the perceptions of high school students in Vietnam regarding the utilization of English subtitled videos for vocabulary enhancement By anchoring the study in students' experiences and insights, it aspires to shed light on the pedagogical implications of this method, potentially guiding educators in shaping future curricula and teaching methodologies

To sum up, as the world tilts towards digital methodologies, understanding the efficacy and challenges of tools like subtitled videos becomes imperative Through this study, a nuanced understanding of their role in the vocabulary acquisition landscape will be achieved, contributing significantly to the broader discourse on English language pedagogy in the 21st century.

Statement of the problem

Language acquisition, especially in the domain of vocabulary, is a cornerstone of effective communication Without a robust vocabulary repertoire, learners often grapple with articulating their thoughts or engaging in clear communication in a non- native language The process of vocabulary enrichment is foundational to language mastery, yet it often poses a myriad of challenges Students frequently find the journey of acquiring new vocabulary to be intricate, monotonous, and at times, disheartening The sheer volume of words and phrases one needs to assimilate to achieve fluency in a foreign language underscores the importance of this undertaking

Given the pivotal role vocabulary plays, the choice of teaching and learning methodologies becomes paramount It's not just about assimilating words, but about making the learning journey enriching, accessible, and engaging Optimal strategies have the potential to transform the otherwise daunting task of vocabulary acquisition into an enjoyable and rewarding experience

Recognizing these challenges and the pressing need for effective solutions, this research seeks to incorporate subtitled videos into vocabulary lessons at the high school level The primary objective is not just to introduce a novel teaching tool, but to deeply understand and assess high school students' attitudes and perceptions towards this innovative approach The hope is that, by intersecting modern multimedia tools with traditional teaching methods, we can offer students a more dynamic and immersive vocabulary learning experience.

Research aims

This research aimed to examine the perceptions of high school students of using English subtitled videos in EFL vocabulary learning and acquisition, as well as the difficulties that they encounter when using these English subtitled videos More specifically, the study explored what school students think about these subtitled contents whether this technique can improve their vocabulary level and ability or not

In addition, the difficulties that school students reported facing may provide teachers and students with further understanding of preparing EFL vocabulary teaching and learning better.

Research questions

The study is timely to seek the answers to the following research questions:

1 How do high school students perceive the implementation of English subtitled authentic videos in their EFL vocabulary learning?

2 What challenges do school students encounter when learning vocabulary through English subtitled authentic videos?

Scope of study

The study aims to investigate the perceptions of using English subtitled videos in vocabulary learning and acquisition reported by 100 Grade ten students in a high school in a province in central Vietnam The scope of this research primarily encompasses an in-depth exploration of high school students' perceptions at this high school concerning the use of English subtitled videos for vocabulary acquisition and the challenges they face Geographically, the study is confined to this specific school, excluding students from other institutions or different educational tiers Temporally, the study's timeframe is fixed to the academic year 2022-2023, neglecting feedback from outside this period In terms of respondents, the research focuses solely on the student population, sidelining other stakeholders such as teachers, administrators, or parents

While subtitled videos have a multifaceted role in language learning, ranging from enhancing listening skills to introducing cultural contexts, this study's lens is sharply focused on the domain of vocabulary learning The methodological approach combines both qualitative and quantitative data collection methods, including surveys, focus groups, and interviews Lastly, in terms of content, only those subtitled videos that align with the school's curriculum or its recommended supplementary materials are considered, leaving out content from unauthorized platforms or sources This deliberate narrowing ensures that the insights garnered remain tightly bound to the unique context of the researched high school, although it also provides a foundation for potential broader applications in subsequent studies.

Significance of the study

The current study is significant to theory and practice Theoretically, the findings contribute to the current body of literature on EFL vocabulary acquisition and retention in the EFL context By combining cognitive theories of multimedia learning with real classroom applications, this research expands on the knowledge of how audio-visual integration might support language acquisition

Practically, the study provides pedagogical implications for teachers and students It emphasizes how important it is to use multimedia method to encourage motivation, engagement, and language exposure It supports the use of subtitled content as a tool for language practice and exploration by students and validates the contribution of self-directed, multimedia learning settings to enhanced vocabulary retention.

Structure of the thesis

The thesis has six chapters, which are set up in the following way:

Chapter 1, setting the stage for the research by highlighting the importance of vocabulary acquisition in English language learning It outlines the study's background, aims, scope, and significance, also defining key terms like authenticity, subtitled videos, vocabulary acquisition, and perception

In Chapter 2, the literature review delves into various aspects of vocabulary learning, discussing theories like the Input Hypothesis and Multimedia Learning Theory It also examines the role of perception in language learning and the use of authentic subtitled videos in EFL learning, highlighting their benefits and challenges

Chapter 3 presents the methodology, describing the research design, setting, sampling methods, and data collection instruments like questionnaires and interviews It details the data collection and analysis processes, ensuring the validity and reliability of the research

Chapter 4 reveals the findings in relation to the research questions, providing insights into the effectiveness and challenges of using subtitled videos in vocabulary learning from the perspective of high school students

The discussion in Chapter 5 reflects on these findings, exploring high school students' varied perceptions and the challenges they encountered in using English subtitled videos for vocabulary learning

Finally, Chapter 6 concludes the thesis with a summary of the major findings, implications of the study, its limitations, and recommendations for further research This chapter encapsulates the study's contributions to the field and suggests directions for future exploration in this area.

LITERATURE REVIEW

Vocabulary acquisition

Vocabulary knowledge is crucial in the acquisition of a second or foreign language (L2) and forms the foundation upon which linguistic competencies are built (Nation, 2001) It is not merely about recognizing or recalling isolated words but extends to understanding their meanings, applications, collocations, and nuances in varied contexts (Schmitt, 2010) At its core, vocabulary knowledge can be dissected into two principal components: receptive and productive Receptive vocabulary, often referred to as passive vocabulary, encompasses words that learners can recognize and comprehend when encountered in listening or reading (Laufer & Ravenhorst-Kalovski,

2010) On the other hand, productive or active vocabulary entails words that learners can readily use in speaking or writing (Nation, 2001) A balance between these two aspects is essential for comprehensive language mastery

Henriksen (1999) proposed a three-dimensional model to delineate the depth of vocabulary knowledge The first dimension, the 'formal' aspect, pertains to the phonological and orthographic representation of a word The second, the 'semantic' dimension, revolves around the word's meaning, including its synonyms, antonyms, and collocational behaviors Lastly, the 'morphological' facet touches on the structural properties of words, such as their derivations and inflections Moreover, acquiring vocabulary is not a linear process As posited by Zimmerman (2009), learners often traverse through stages, from an initial encounter with a word to an enriched understanding and the ability to employ it across contexts This journey underscores the dynamic nature of vocabulary acquisition and the interplay of various cognitive processes It's also worth noting that the quantity of vocabulary knowledge, while significant, does not overshadow the quality As underscored by Read (2004), having a vast lexical repertoire is beneficial, but understanding the depth and breadth of each word's use is equally, if not more, crucial This resonates with the perspective that genuine vocabulary proficiency is reflected not just in the number of known words but in the richness of understanding they encapsulate (Schmitt, 2010)

In conclusion, vocabulary knowledge, with its multifaceted nature, stands as a cornerstone in language learning It is a realm that goes beyond mere word counts, delving deep into the intricacies of word understanding, application, and transformation across various communicative scenarios

The significance of vocabulary learning in the acquisition of a second language is widely recognized Vocabulary provides the fundamental building blocks for communication, as it is intricately linked to all aspects of language proficiency Vocabulary is considered to be a crucial component of the English language on which all communication is dependent (Celik & Toptas, 2010) Hubbard (1983) also indicated that vocabulary is the primary basis for communication Similarly, Schmitt (2010) stated that students must possess a large vocabulary to be able to fluently communicate in English Also, the interaction's word choice aids in the production and perception of emotions, which are contextually related to the setting in which, when, and how they are expressed and received According to Lindquist, MacCormack, and Shablack

(2015), language contributes to emotion because it facilitates the understanding that is utilized to provide meaning to bodily and environmental feelings in a particular context Additionally, Nation (2000) described a mutually beneficial relationship between vocabulary knowledge and language use, wherein a strong vocabulary enhances language usage, and conversely, the use of language promotes vocabulary development Wilkins (1972) famously remarked that while grammar accounts for the structures of language, words carry the vast weight of communication

It is believed that vocabulary learning, in the early stages, is more important than grammar, since a lack of vocabulary knowledge would lead to an inability to correctly use grammatical structures (Nunan, 1991) Alqahtani (2015) also stated that students require knowledge of words related to a certain context before they can produce sentences for that context Vocabulary is also essential for the successful development of the four macro-skills: listening, reading, writing, and speaking In support of this, Staehr (2008) found that a large quantity of vocabulary knowledge resulted in greater improvement of the macro-skills Nation (2000) also agreed that adequate vocabulary is necessary for improving listening, speaking, reading, and writing Wu (2015, p.191) stated that a robust vocabulary is a crucial marker of language proficiency, emphasizing its significance in enhancing all facets of language learning For example, there's a significant link between acquiring vocabulary and improving reading comprehension, as highlighted by Nation (2000), and it also greatly contributes to the refinement of writing skills, as noted by Laufer and Nation (1995) They implied that lexical richness enhances written communication effectiveness Moreover, empirical research has demonstrated a robust correlation between reading comprehension and vocabulary size (Qian, 2002), suggesting that vocabulary expansion has a direct impact on students' comprehension and interaction with texts

Webb's (2007) assertion about contextual vocabulary learning is corroborated by Nation (2001), who highlighted the importance of encountering words in varied contexts to deepen understanding and facilitate transfer to long-term memory This approach ensures that learners not only memorize vocabulary but also understand its use in different situations, which is essential for language fluency Ellis (2008) further emphasized the role of meaningful engagement with language, where learners process vocabulary at a deeper cognitive level, leading to more effective language acquisition Thus, the context in which vocabulary is learned can have a crucial impact on how well it is retained and how effectively it can be used in communication

To sum up, there is no doubt the importance of vocabulary in the process of learning a language It is fundamental to communication, influencing all language abilities (speaking, listening, reading, and writing) and serving as the foundation for grammar Vocabulary not only provides a means of expressing and comprehending feelings in a variety of settings, but it also establishes the foundation for the growth of macrolinguistic abilities Extensive vocabulary is directly associated with improved understanding and expressive ability, as research has demonstrated Contextual application is the key to acquiring vocabulary effectively; it makes sure that words are not just learned by heart but also thoroughly comprehended and used in conversation Language learners can become fluent and express themselves clearly and precisely because of this comprehensive comprehension

Vocabulary acquisition is a multifaceted process, involving various techniques that cater to different learning styles and contexts Nation (2000) delineated three critical stages in this process: noticing the word, retrieving it, and generating it creatively The initial phase involved the student becoming aware of the word, influenced by its prominence and previous encounters Subsequent stages involved retrieval, both through recognition and production, and finally, the creative use of the word in new contexts, signaling comprehensive understanding

Alqahtani (2015) expanded upon this framework by proposing diverse techniques for vocabulary learning One approach involved the use of real objects or visual aids (realia), which facilitates better word retention through physical association This method, supported by empirical studies (Sydorenko, 2010), showed that tactile and visual stimuli significantly enhance memory retention Contrastingly, Rudzka-Ostyn et al (1985) suggested that effective vocabulary acquisition occurs through association, particularly by contrasting words with their antonyms This method, aligns with the findings of Laufer and Nation (1999), indicated that learners often find contrasting pairs more memorable due to the inherent relational context

Enumeration, another technique identified by Alqahtani (2015), involved grouping words into lists, aiding associative learning This method aligns with Sweller

(1956), who emphasized this is a strategy supported by the cognitive load theory Additionally, eliciting, a technique involving repetition or drilling, is widely used for vocabulary acquisition Despite some criticism for its rote nature, research by Thornbury (2002) argued that drilling, especially in the initial stages of language learning, solidifies word form and pronunciation

Translation is another contentious yet effective technique Thornbury (2002) posited that translation aids in acquiring incidental vocabulary, particularly in informative contexts This view was echoed by Nation (2000), who asserts that translation is as effective as other methods like visual aids or synonyms in conveying meaning Jiménez et al.'s research on using translation in language learning (Jiménez et al., 2015) further reinforced this claim, demonstrating that translation can bridge the gap between a learner's first and second language, facilitating deeper comprehension

In the digital age, technology has opened new avenues for vocabulary learning Sydorenko (2010) explored the impact of audio and visual inputs on vocabulary retention, suggesting that listening inputs potentially offer better long-term retention This finding was crucial in the context of increasing digital media consumption among learners Building on this, Pujadas and Muủoz (2017) advocated for extensive viewing, particularly of television programs and movies, as a source of rich, authentic input They argue that this method provides lexical richness and repeated encounters with low-frequency words, supported by visual context

The effectiveness of captions and subtitles in this regard cannot be overstated Several studies, including those by Bowe and Kaufman (2001), and Evmenova and Bannan (2013) had shown that even minimal exposure to captioned content can lead to considerable improvements in vocabulary learning, listening, and overall comprehension Captioning and subtitles have been shown to enhance various reading abilities, including reading speed, fluency, knowledge of words, decoding skills, vocabulary development, word recognition, comprehension of reading material, and rates of oral reading Additionally, the practice of viewing videos with captioning had a positive effect on comprehension abilities and aids in the improvement of vocabulary Moreover, for individuals learning English or other languages, media that included captions and subtitles can surpass non-captioned films in enhancing overall listening comprehension Research conducted by Evmenova and Bannan (2013) also revealed that students who engage with captioned video content for language learning experience improvements in various areas, such as reading and listening comprehension, the ability to recognize words, decoding skills, motivation, and the acquisition of vocabulary This aligns with the multimodal theory of learning (Mayer,

2001), which posited that learners process information more effectively when presented through both verbal and visual channels

Theoretical framework

The Input Hypothesis, primarily proposed by Krashen (1982), is a foundational theory in second language acquisition This theory revolves around the idea that for language learners to progress in their target language, they need to be exposed to 'comprehensible input' – language input that can be understood even if it contains some unfamiliar terms (Krashen, 1985) According to Krashen (1985), there are several stages of language proficiency, designated as 'i' where 'i' represents the current level of proficiency For a learner to progress from one level to the next (from 'i' to 'i+1'), they must be exposed to comprehensible input that slightly surpasses their current level of understanding This notion is often represented as 'i+1', indicating that learners should be exposed to language just beyond their current competence (Krashen, 1982)

A crucial aspect of the Input Hypothesis is the distinction between 'learning' and 'acquisition' While 'learning' refers to the conscious study of language rules, 'acquisition' is a subconscious process where language is absorbed naturally (Krashen,

1981) The hypothesis posits that real language proficiency is attained not through explicit learning but rather through acquisition Comprehensible input, therefore, becomes the bedrock of language acquisition, promoting organic and intuitive understanding (Lightbown & Spada, 2006) One might wonder how this theory applies in practical educational settings It emphasizes the importance of using real-life materials, such as stories, films, or conversations, that are slightly beyond a student's current proficiency but still largely comprehensible The exposure to such authentic material ensures learners have the right environment to naturally acquire the language

Subtitled videos, in this context, become an invaluable resource They offer learners the chance to absorb language in a multimodal fashion, combining auditory and visual stimuli (Vanderplank, 2010) When a student watches a subtitled video, they're not just hearing the language; they're also reading it This multi-sensory engagement, combined with the natural context provided by the video, can make the input more comprehensible, aligning perfectly with the 'i+1' concept Even if a word or phrase is unfamiliar, the visual context or subtitle can provide the necessary cues for understanding (Zanon, 2006) However, it's essential to note that not all input is equally beneficial Krashen (1985) emphasized that merely exposing students to input isn't enough For it to be effective, the input needs to be 'compelling and interesting,' so that the learner's attention is on the content, not the form (Krashen, 1989) In other words, if the material is engaging, learners will naturally acquire the language without focusing on the learning process

In conclusion, Krashen's Input Hypothesis offers a foundational perspective on language acquisition, underscoring the importance of comprehensible input By recognizing the distinction between learning and acquisition and emphasizing the significance of 'i+1', educators and curriculum designers can better harness tools, such as subtitled videos, to enhance the language learning experience

Multimedia Learning Theory (MLT), initially proposed by Mayer (2001), postulates that learners can understand and retain information more effectively when it is presented using both verbal and visual mediums, rather than a single medium This theory, rooted in cognitive psychology, emphasizes the dual channels of human information processing: the auditory/verbal and visual/pictorial channels (Mayer & Moreno, 2003)

One of the primary principles of MLT is the dual-coding theory (Paivio, 1991) Dual-coding theory suggests that individuals process verbal and visual information separately but concurrently When learners are presented with multimedia materials, such as subtitled videos, they can encode the information both visually and verbally, thereby reinforcing learning (Clark & Paivio, 1991) Furthermore, Mayer (2005) introduced several principles derived from MLT to optimize multimedia instruction The 'modality principle' recommends using auditory narration instead of on-screen text for animations The 'redundancy principle' suggests avoiding simultaneous on-screen text with auditory narration, believing that it could overwhelm the learner The 'coherence principle' emphasizes excluding any extraneous information that does not support learning objectives Another cornerstone of MLT is the cognitive theory of multimedia learning (Mayer, 2005) It underscores the limited capacity of our working memory When information is presented through multiple channels simultaneously, learners can assimilate and integrate information more efficiently than if presented through one channel, preventing cognitive overload (Sweller, 1994) This is particularly important in the context of EFL learning, where subtitled videos can play a pivotal role in reinforcing vocabulary retention through both auditory and visual stimuli

Challenges to the theory, however, exist Some critics argue that not all multimedia integrations in learning are beneficial It's the quality, not the quantity, of multimedia that matters (Bairstow & Lavaur, 2012) Also, individual differences such as prior knowledge and learning style play a significant role in multimedia learning's effectiveness (Kalyuga, 2007) Despite these challenges, numerous studies corroborate the benefits of MLT in educational settings Research indicates that multimedia instructional materials, especially those that adhere to MLT principles, enhance learners' understanding and retention (Mayer & Fiorella, 2014) In the realm of EFL, subtitled multimedia content has shown to improve vocabulary acquisition, listening comprehension, and pronunciation skills (Evmenova & Bannan, 2013) Another significant advantage is repeated exposure With subtitled multimedia, EFL learners can revisit the material multiple times This repetition, coupled with the dual visual and auditory input, reinforces memory retention and aids in the deeper internalization of linguistic structures (Vanderplank, 2010) Furthermore, subtitled multimedia provides instantaneous feedback EFL learners can immediately compare their understanding and pronunciation with the content, enabling self-correction This immediate feedback loop can be especially empowering for learners, making them more autonomous and confident in their language acquisition journey (Bairstow & Lavaur, 2012) Lastly, the emotional and motivational aspects of multimedia cannot be ignored Engaging multimedia content, which adheres to the principles of MLT, can be more motivating than traditional text-based materials The combination of visuals, sound, and text can captivate learners, making the learning experience more enjoyable and emotionally engaging, which in turn can lead to better retention and understanding (Guilloteaux & Dửrnyei, 2008)

In conclusion, Multimedia Learning Theory provides a robust framework for understanding the cognitive processes involved in learning from multimedia sources Its principles, derived from empirical research, can guide educators and content creators in designing effective multimedia instructional materials, especially in the EFL context.

Perception

2.3.1 Factors and aspects of perception

According to Pujadas and Muủoz (2017), perception is a process wherein each person receives incoming stimuli, arranges them, and then translates them into a message that prompts the proper reaction In other words, the environment has an impact on perception There are four elements that affect perception, according to Altman et al (1985) The first is the choice of stimuli Depending on their familiarity, traits, and experiences, each individual has a varied selection of stimuli People see and decide on what is best for them It implies that if the students believe that watching films with English subtitles would help them learn the language, they will prefer this method of instruction The structure of stimuli is the second factor Altman et al

(1985) said that once the data appear, they would be organized into useful information Organization is the term for it By selecting particular pieces and combining them according to each person's experiences, the brain transmits and controls the data (Wahyu, 2018) The students will continue to use English subtitles to study English if they choose to watch English-subtitled content The setting is the third element How a person views something is influenced by their expectations When a person is in a favorable environment, they react favorably to those circumstances If the students have a positive impression of using movies with English subtitles in this situation, they will act positively toward it The person's self-concept is the final consideration Because it affects how others perceive you, your self-idea is crucial An individual's self-concept may be characterized as their own concepts that they utilize to make decisions Self-concept is a person's perception of themselves and the world (Altman et al., 1985) The students' perception of themselves in relation to watching movies with English subtitles indicates whether or not doing so is a successful method of learning the language

The three components of perception are, in the words of Woodworth and Marquis in Walgito (2003): The component of attitude known as the cognitive aspects is the one that includes people's attitudes about an item The person's perceptions and prior knowledge are the source of their beliefs However, cognitive features include elements of information, perspectives, wishes, thinking styles, ways of learning from the past, and everything learned through the perception of individual perception The affective aspect addresses the emotional feelings that each individual has toward a particular item as well as any negative judgments based on emotional variables The conative aspect focuses on an individual's conduct, attitude, or activity as it relates to how he perceives a given situation According to the above justification, some features normally occurred, such as depending on their attitude, impression, and motivation or conduct activities that often occurred in the learning process

The four indicators listed by Andriani and Angelina (2020) for measuring students' perceptions of the use of subtitled videos are: students' perceptions of English subtitled videos; students' perceptions of the implementation of English subtitled videos; the benefits and drawbacks of English subtitle videos There were 14 questions total, 14 for each indication The researcher employed questionnaires in addition to Pamungkas (2020) to convey and examine the students' viewpoint Four dimensions were included in the questionnaire: frequency, students' perceptions of media, students' opinions on instructional methods, and students' perceptions of the learning process There were 18 questions total, with two variables for each dimension Furthermore, according to Puspitaningtyas & Vianney (2018), the purpose of the questionnaire items is to determine the advantages of using subtitles in videos, focusing on aspects such as motivation, personal interest, fulfillment, and academic requirements In summary, considering the pros and cons of each theoretical approach, the researchers deem it essential to modify the questionnaire, both by adding and removing elements, to effectively assess students' perceptions of using video subtitles for vocabulary learning enhancement

A prevailing sentiment among students was the heightened motivation and engagement elicited by the incorporation of subtitled videos into vocabulary learning Lomicka and Lord's (2016) research underscores that students reported a surge in enthusiasm and interest when exposed to audio-visual content with subtitles This heightened engagement is rooted in the captivating synergy between visual and auditory stimuli, which captures students' attention and ignites their curiosity This motivational facet aligns with the theoretical framework presented by Winke et al

(2019), which posits that the visual component of subtitles can alleviate cognitive load, enabling students to focus more intently on spoken language and enhancing overall comprehension The fusion of visual and auditory elements resonatedwith students, rendering the learning experience more dynamic and immersive As they watch characters interact and communicate in context, students develop an emotional connection to the language, thus fostering a sense of relevance and personal investment (Lomicka & Lord, 2016) This enhanced motivation, fueled by the multi-sensory appeal of subtitled videos, contributes to a positive perception of their efficacy in vocabulary acquisition

Another key positive perception revolves around the comprehension-enhancing attributes of subtitled videos Students often perceive subtitles as valuable aids that facilitate the deciphering of context and meaning Sydorenko's (2010) study underscores those students recognized the role of subtitles in clarifying unfamiliar words and grasping nuanced meanings This notion is congruent with the findings of Tay and Tan (2017), who observed that students benefit from the additional linguistic scaffolding offered by subtitles, allowing them to navigate complex language structures and idiomatic expressions Subtitled videos function as a scaffold that supports learners in piecing together the puzzle of language The textual cues presented alongside auditory input enable students to make connections between spoken words and their written forms This alignment cultivates a deeper understanding of vocabulary and its application in real-world contexts Thus, students' positive perceptions of comprehension enhancement echo the essence of effective language learning – connecting form and meaning through contextualized exposure (Tay & Tan, 2017)

Variability in perceptions emerges as a common theme across studies, underlining the influence of individual differences While some students appreciate the additional linguistic context offered by subtitles, others may view them as unnecessary crutches, impeding language autonomy (Tay & Tan, 2017) This divergence in attitudes echoes the concept of translation dependency outlined by Elkhafaifi (2005), emphasizing the need to cater to varying student profiles Moreover, the influence of prior language learning experiences and cultural backgrounds cannot be overlooked A study by Balter et al (2013) found that students with exposure to diverse languages reported greater ease in adapting to subtitled content In contrast, students from monolingual backgrounds might perceive subtitles differently due to differing cognitive strategies and linguistic transfer

In short, the perceptions of using subtitled videos for learning vocabulary underline the motivational and comprehension-enhancing benefits of this multimedia approach The fusion of visual and auditory elements propels motivation, making language learning a dynamic and engaging journey Additionally, the scaffolding effect of subtitles enhances comprehension, facilitating the extraction of meaning from context and contributing to a more profound vocabulary acquisition experience As educators navigate the pedagogical landscape, these positive perceptions serve as guideposts, illustrating the potential of subtitled videos to invigorate language learning and foster meaningful engagement.

Subtitled authentic videos in EFL learning

Subtitled videos in English as a Foreign Language (EFL) learning are increasingly recognized for their multifaceted educational value Teng (2021) appropriately describes subtitled videos as a dynamic blend of visual storytelling and synchronized textual support, similar to a storybook with both audio and video reinforcement Just like a storybook, subtitled videos tell a story or convey information in a structured, narrative way In contrast to traditional storybooks that offer only visual stimuli like text and images, subtitled videos bring an added auditory dimension 'Audio' in this context means the spoken words or other sounds featured in the video, while 'video' pertains to the motion pictures or visual elements displayed In these videos, the oral dialogue is simultaneously presented with written text (subtitles) onscreen These subtitles might be in the same language as the audio, known as intralingual, or in a different language, referred to as interlingual (Labuz, 2023) This multimodal approach aligns with Mayer's (2001) multimedia learning theory, suggesting that such integrative learning tools can enhance cognitive processing

Historically, subtitles have played a pivotal role in foreign films, facilitating comprehension for audiences unfamiliar with the language, as noted by Zanon (2006)

In EFL contexts, subtitles are typically classified into three categories Bimodal subtitling presents English dialogues with English text, enhancing language exposure for learners Standard subtitling translates English dialogues into the learner's native language, providing a linguistic bridge for comprehension Reversed subtitling, conversely, involves dialogues in the learner’s mother tongue with English subtitles, promoting translation skills and bilingual comprehension Research by Wang (2019) offers valuable insights into the effectiveness of these subtitling types in vocabulary acquisition In a study involving 80 students exposed to intralingual (same language audio and text), interlingual (different language audio and text), and bilingual subtitles, Wang found that all forms were comparably effective in enhancing vocabulary learning This finding suggests that the choice of subtitling type may depend more on the learners’ individual needs and proficiency levels rather than inherent differences in effectiveness Additionally, studies such as Montero Perez et al (2014) emphasize the importance of subtitled videos in language learning is centered on providing learners with authentic language exposure In this context, subtitled videos offer a unique combination of visual and auditory stimuli that enhance the understanding of a new language The visual context provided by subtitled videos can aid in interpreting complex meanings, idiomatic expressions, and cultural nuances that are often challenging to grasp through traditional text-based methods The dual input of seeing and hearing the language simultaneously aids in comprehension, retention, and the ability to use the language in real-life scenarios (Montero Perez et al., 2014)

In summary, the use of subtitled videos in EFL contexts is a versatile and effective tool for vocabulary acquisition and language comprehension Their classification and implementation should be thoughtfully tailored to suit the varying proficiency levels and learning objectives of EFL students, ensuring an inclusive and comprehensive language learning experience

2.4.2 Subtitled videos for EFL vocabulary teaching and learning

According to Teng (2021), there are several teaching frameworks that relate to using subtitled videos for language learning in general These include ‘the input hypothesis’, ‘multimedia learning theory’, ‘dual-coding theory’, and ‘cognitive load theory’ Teng (2021) indicated that these frameworks all incorporate the dimensions of second-language acquisition, cognitive load, and working memory

In the context of teaching vocabulary, Aloqaili (2014) argued that subtitled videos offer rich input to students As input is considered to be significant for second language learning, learning with subtitles is considered an ideal learning method Teng

(2021) expressed that vocabulary learning through subtitled videos can be particularly effective in an informal, flipped-classroom setting, as students can watch videos at home that relate to course content However, Teng (2021) indicated that there are challenges for implementing subtitled videos for teaching vocabulary Specifically, subtitled videos must be suitable to the proficiency level of the student, otherwise the learning will be less effective Consequently, teachers who recommend or use subtitled videos for vocabulary acquisition must choose videos that are suitable for students’ levels As a guideline, Teng (2021) suggested that teachers choose videos that are slightly above a student’s current proficiency level, so that they can provide adequate opportunities for improvement

Subtitled videos have garnered considerable attention in the realm of English as a Foreign Language (EFL) learning, primarily due to their multifaceted benefits Zanon

(2006) underscored the rich educational potential of subtitled media, highlighting their role in enhancing cognitive skills, reinforcing the use of English expressions and idioms, and providing exposure to authentic pronunciation and word-recognition patterns These attributes are essential for fostering rapid language processing—a key component of fluency in language acquisition

The use of audiovisual materials in vocabulary learning has been particularly praised for providing a richer context, as noted by Embrahimi and Bazaee (2016), can significantly motivate learners They claimed that videos with subtitles add context and interest, which encourages student participation and creates a favorable learning atmosphere The immediacy of feedback that subtitles provide, as observed by Talavan

(2007), not only boosts confidence among students but also maintains their motivation which is a critical element in the continuity of language learning

The practical applications of subtitled videos extend to elucidating ideas and concepts within realistic scenarios, as Faqe (2020) suggested This real-world relevance helps learners to not just passively encounter new vocabulary but to actively notice and remember words displayed on the screen Gorjian (2014) provided additional validation of the efficacy of different subtitling techniques, showing that the benefits of vocabulary acquisition are apparent regardless of the subtitling strategy He suggested that whether the subtitles are in the same language as the audio

(intralingual), in the learners' first language (interlingual), or a mix of both (bilingual), students can expect to see improvements in their vocabulary Subtitles provide a unique opportunity for learners to see the written form of a word while simultaneously hearing it spoken, which can reinforce word recognition and aid in the retention of new vocabulary (Gorjian, 2014)

Aidinlou and Moradinejad (2016) contributed to this discourse by demonstrating that subtitled videos can significantly enhance long-term retention of vocabulary, an assertion that aligns with the findings of Andriana & Angelina (2020) and Anh & Hoai

(2021) These later studies examine how students feel about subtitled videos and find that they are generally positive, especially when it comes to motivation and enjoyment This is in line with what Sari and Aminatun (2021) found when they investigated students' perceptions in an Indonesian university setting Moreover, the impact of subtitled videos on pronunciation proficiency is noteworthy, offering learners an auditory model for phonetic accuracy (Andriana & Angelina, 2020)

The research by Wang (2017) and Muủoz et al (2021) added another dimension to the conversation by emphasizing the visual and auditory benefits that subtitled videos bring to vocabulary learning The synchronization of text with speech not only enhances comprehension but also improves pronunciation, offering learners a holistic language experience that is both engaging and educationally robust Moreover, Teng

(2021) reflected on how the integration of subtitled videos transforms the learning experience into something comparable to an interactive storybook, where audio and visual reinforcements work in tandem to captivate learners' attention This immersive experience is similar to Mayer's (2001) multimedia learning theory, where learners are more likely to process information effectively when it is presented through multiple channels

In a field of studies on the use of subtitled movies for vocabulary learning, especially in the Vietnamese educational environment, Anh and Hoai's (2021) study held special significance According to the survey, Vietnamese students believed that watching films with subtitles helped them learn and pronounce English words more accurately This reflected a broader educational trend where learners were increasingly favoring interactive and self-guided learning tools that provided flexibility and cater to individual learning paces of Vietnamese students Their study provided insightful information about how Vietnamese students interact with and evaluate subtitled movies as a means of improving their vocabulary in English Researchers found that students had a generally good attitude about this type of instruction, highlighting the educational advantages as well as the allure of these videos in terms of boosting learner autonomy and engagement

Previous study

Various previous studies have been conducted on the impacts of authentic subtitled videos on vocabulary acquisition and learning attitudes The subtitled English movies showed their effectiveness in improving students’ EFL vocabulary learning as Faqe's (2020) observations found that movies with subtitles were more successful in motivation students to learn vocabulary as opposed to movies without These observations align with Karakas and Saricoban (2012), who conducted a study about the influences of subtitled cartoons on incidental vocabulary learning which involved

42 first grade learners In a study that involved a pre-test, post-test, and delayed post- test design on 36 EFL learners at a language institute in Iran, Aidinlou and Moradinejad (2016) found that traditional vocabulary learning methods were more effective for short-term retention, whereas subtitled videos were superior for long-term retention Similarly, English subtitled videos had proved its effectiveness for vocabulary acquisition, followed by standard subtitling, and then bimodal subtitling (Gorjian, 2014) These findings corroborated with the findings in a recent study by Anh and Hoai (2021) that Vietnamese students showed positive attitudes towards the use of subtitled videos for vocabulary acquisition.

Summary and gaps

This chapter focuses on the multifaceted aspects of vocabulary acquisition in English as a Foreign Language (EFL) learning It begins by discussing the crucial role of vocabulary knowledge, emphasizing its two components—receptive and productive vocabulary Various vocabulary learning techniques are explored, highlighting traditional methods and the growing importance of digital media like subtitled videos Theoretical frameworks, including Krashen's Input Hypothesis and Mayer's Multimedia Learning Theory, are examined for their relevance to language learning through subtitled videos The chapter also assesses student perceptions of subtitled videos, noting their motivational and comprehension-enhancing benefits, despite challenges like cognitive load and translation dependency The review acknowledges the challenges in using subtitled videos for vocabulary learning, such as managing cognitive load, addressing vocabulary overload, and accommodating diverse learning styles, emphasizing the need for a strategic approach in their implementation Overall, the chapter underlines the significance of subtitled videos in EFL learning, advocating for their integration as a dynamic and effective tool for vocabulary acquisition, while also recognizing the need to address the accompanying challenges

While previous studies focus on the effectiveness and success of English subtitled videos in improving and enhancing students’ vocabulary ability across tertiary contexts, little research has been conducted on the effects of the subtitled English authentic videos in the context of Vietnamese EFL high school classroom as well as barriers associated, which has previously been significant but poorly studied Also, the research gap emerges in the practical application of subtitled videos within diverse learning environments and student populations There is a need for empirical studies examining the long-term impact of subtitled videos on vocabulary retention and language proficiency among EFL learners Furthermore, research is required to explore strategies that mitigate the identified challenges, especially in settings with varied linguistic backgrounds and learning preferences This gap suggests the potential for developing tailored instructional designs that leverage subtitled videos effectively, ensuring that they cater to the specific needs of different learner groups in enhancing their EFL vocabulary learning outcomes.

METHODOLOGY

Research design

This study adopted an explanatory sequential mixed-methods research approach to understand high school students' perspectives on the incorporation of English subtitled videos into EFL vocabulary education Drawing upon the principles articulated by Creswell and Guetterman (2019), this methodological choice was characterized by a harmonious blend of both qualitative and quantitative research techniques, which converge to offer a multi-faceted analytical perspective The inherent strength of this approach lied in its capacity to concurrently interpret numeric trends while probing into intricate experiential narratives

In the first phase of this research design, quantitative data were systematically amassed to chart out the broader trends regarding high school students' perceptions of utilizing subtitled English content to bolster their vocabulary foundation This data was primarily derived from carefully structured questionnaires, ensuring a wide spectrum of perspectives is encapsulated

Subsequently, in the secondary qualitative phase, a deeper exploration was undertaken to both validate and augment the findings from the quantitative data Through in-depth interviews and discussions, this phase distilled nuanced insights, particularly emphasizing the potential obstacles students grapple with while engaging with English subtitled videos in their vocabulary learning This approach aligns with the explanatory sequential design, a mixed-methods research strategy that involves following up on quantitative results with qualitative exploration for a deeper understanding This method allowed researchers to explore patterns, perceptions, and experiences that quantitative data alone might not fully reveal (Creswell & Guetterman, 2019) The research was designed in a step-by-step process to ensure a comprehensive understanding Initially, it captured broad trends of student perceptions and then delves deeper into individual experiences This approach ensured that the research questions are explored thoroughly and accurately.

Research setting

The study was conducted at a high school located in a province in central Vietnam The school was established and put into operation from the academic year of 2004-2005 At present, the whole school has 74 qualified and above professional staff and teachers to teach 1,047 students, with 28 classes In terms of infrastructure, the school is currently upgrading its facilities and modern equipment to enhance the quality of education

The institution employs seven full-time English teachers, with one holding a Master's degree in Linguistics Collectively, these educators exhibit a high level of enthusiasm and dedication to their profession In line with other public high schools, Pham Van Dong High School adheres strictly to the English Language Teaching curriculum and materials outlined by the Vietnamese Ministry of Education and Training Students of each class have to study 4 lessons of English per week and complete 105 periods for the main course and 35 periods for the extra course Regarding the curriculum, students are required to participate in mandatory English assessments, including oral examinations, brief fifteen-minute tests, more extensive 45- minute tests, and comprehensive end-of-semester evaluations Each classroom session is structured into 45- minute intervals, known as periods As for teaching resources, the

English faculty employs three textbooks: English 10, English 11, and English 12 These textbooks are designed in accordance with the new national curriculum and correspond to the progressive academic levels of grades 10, 11, and 12.

Sampling method

This research encompassed a total of 110 tenth-grade students from a specific high school during the academic year of 2022-2023 Given the limitations of the number of classes at the same grade level, the selection scope was confined to this particular group of students It is noteworthy to mention that these students lie between the starter and elementary proficiency levels in English

The reasons for selecting this specific group were based on two main considerations Firstly, the researcher was also the instructor for these tenth-grade classes, which greatly facilitates the research process and ensures better cooperation from the students Secondly, these students have had prior exposure to English subtitled videos as a medium for vocabulary enhancement in their previous lessons Prior to participating in this research, the students had been exposed to the method of using English-subtitled videos in their classes for a period of two months The videos selected were authentic clips from documentaries, news segments, and short films, each ranging from 5 to 10 minutes in length Every week, students would watch two videos during their EFL vocabulary lessons The process began with students first watching the video without subtitles to focus on listening comprehension This was followed by a discussion session where they shared words or phrases, finding unfamiliar Then, the video was replayed with English subtitles, allowing students to cross-reference the spoken content with the textual representation Post-viewing, students engaged in group activities, breaking down the vocabulary, discussing meanings, and practicing their usage in sentences This exposure aimed to provide them with a contextual understanding of vocabulary, leveraging both auditory and visual cues

For the quantitative part of the study, the researcher chose convenience sampling due to its practicality and their dual role as a teacher As Fink (1995) highlighted, this method effectively enlisted individuals who were both willing and easily accessible After analyzing the quantitative data, the study moved into its qualitative phase Instead of selecting students based on the outcomes of the quantitative analysis, the researcher randomly chose five students to participate in semi-structured interviews This random selection was implemented to ensure a diverse and unbiased representation of student perspectives, aligning with Dӧrnyei's (2007) recommendation to explore a broad range of variations among respondents This approach, different from the initial plan of using maximum variation sampling, was adopted to enhance the objectivity and generalizability of the qualitative findings.

Instruments

In this study, videos were used as a primary tool for teaching vocabulary The approach involved presenting videos to students, followed by discussions and activities based on the content viewed This method helps in contextualizing vocabulary, making it easier for students to grasp and remember new words The use of videos from sources like VoiceTube.com and BBC English, which are designed for English learners, ensures that the content is both accessible and challenging enough for high school students Videos were selected to align with the vocabulary and topics being taught in the EFL curriculum This ensured that the content was directly applicable to what students were learning The duration of the videos was an important consideration Videos that were too long could lead to disengagement, while very short videos might not provide enough context An optimal length was chosen to maintain student engagement and provide sufficient content for discussion.As the study focuses on subtitled videos, the quality and accuracy of subtitles were paramount The subtitles needed to be clear, well-synced with the audio, and free of errors

A questionnaire is a very common data collection method in educational research (Creswell & Guetterman, 2019), and was purposefully administered to the students in order to examine their perception of using authentic English subtitled videos in EFL vocabulary learning and acquisition The questionnaire in this study has been developed from Zanon (2006), Talavan (2007), Andriana and Angelina (2020) and the existing literature These studies provided information about the impacts of subtitled videos on vocabulary learning with related theory and research in the field which could help the researcher modify existing survey scales or items to suit the specific objectives of the current study as well as investigate those impacts in the questionnaire This approach was chosen to ensure the relevance of the questions to the specific objectives of the study, which aimed to investigate high school students' opinions on using subtitled English films for EFL vocabulary learning The selection of survey items was driven by their ability to elicit detailed insights into students' experiences and challenges with these videos The adaptation of items from existing research was particularly important, as these items had already demonstrated their effectiveness in similar educational contexts However, some modifications were necessary to make the content more understandable and relatable for high school students This involved simplifying the language and adjusting the focus of the questions to align more closely with the study's aims The number of questions included in the questionnaire was carefully considered to ensure comprehensiveness while avoiding respondent fatigue The modifications and selection of the survey items were guided by the principle of enhancing clarity and relevance, as suggested by Gehlbach & Brinkworth (2011) By maintaining a balance between the total number of questions and ensuring that each question provided meaningful and in-depth information, the questionnaire was designed to effectively capture the students' perspectives on the use of authentic subtitled English films in their vocabulary learning journey

The questionnaire was translated into Vietnamese by the researcher and crosschecked by two colleagues who are also English teachers to ensure full comprehension of the content

The questionnaire consisted of two sections The first section was designed to collect background information which includes the participants' gender and English learning background The second section consisted of 26 statements and was divided into two parts that were crucial for addressing the students' responses to their vocabulary learning following the application of subtitled authentic videos (See Appendix 1) To clarify, the first part of Section II addressed the respondents' English language video viewing habits (item 1-7) The second part aimed to identify the respondents' interests in the use of English subtitled video for learning purpose (item 8-

18), views toward students’ perception of using English subtitled video for enjoyment purpose (item 19-26) According to Fishman et al (2021), perception can be measured effectively with Likert Scales A set of bipolar scales can help researchers to determine the degree of positive or negative behaviors or interest Consequently, all parts of section II used a 5-point Likert-scale Specifically, the items of the 5-point Likert-scale were showed as follows: 1 = strongly disagree; 2 = disagree; 3 = neither agree nor disagree; 4 = agree; and 5 = strongly agree According to Boone and Boone (2012), the 5-point Likert scale was preferred because it provided a balanced range of answer options for respondents without overwhelming them with too many choices, which can be an issue with more granular scales like a 7-point or 10-point scale By limiting the scale to five points, researchers encouraged respondents to make more definitive choices, which can lead to more decisive and informative data

Interviewing can be a valuable tool in understanding vocabulary learning (Einola & Alvesson, 2020) They also stated that interview can help administrators and educators better design and implement vocabulary learning programs that are effective, engaging, and meet the needs of their learners

The process of producing a collection of questions tailored to elicit particular information from survey participants is known as interview question creation during a survey (Bolderston, 2012) Surveys were employed to gather data from a wide group of individuals, and the questions should be designed in such a manner that the results can be easily analyzed (Einola & Alvesson, 2020) The research questions would be straightforward, brief, and simple to understand The research questions would minimize utilizing jargon or technical terminology which respondents may find difficult to comprehend (Bolderston, 2012) The development of the interview questions for this research was a carefully considered process, deeply rooted in empirical and theoretical foundations Drawing on the insights from initial quantitative data, the researcher identified key themes that necessitated further exploration, ensuring that the interview questions would be relevant and targeted to the study's objectives The interview instrument was structured to first establish the participant's habits, then delve into their learning experiences with subtitled videos, and finally, explore their preferences and habits for enjoyment This structure allowed for a comprehensive understanding of how English subtitled videos are integrated into both their learning and personal life Additionally, the researcher may adapt by introducing new questions to gather further information during the interview To ensure participants are at ease and to prevent any confusion or unclear expressions, they are permitted to conduct the interview in Vietnamese if they choose For the interview segment, the responses provided by the teachers were precisely and distinctly captured using an audio recording device Open-ended questions were selected for this portion to elicit a more in-depth and varied range of insights from the teachers

The interviews lasted about 30 minutes and were conducted in Vietnamese to make sure students could provide thoughtful and meaningful opinions The transcripts were transcribed and translated into English by the researcher and checked by two English teachers to assure the consensus content using cross-check technique (Creswell

Data collection procedure

Before the actual data collection process, a pilot study was conducted to assess the feasibility and reliability of the research instruments The pilot study served as a preliminary test, enabling the researcher to refine and optimize the questionnaire and interview protocols

A group of 30 students, not part of the main study, was chosen randomly from three classes These participants were chosen as they represented a similar demographic to the main study cohort and had exposure to English subtitled videos in their classes The students were first given the questionnaire to fill out After completion, feedback was solicited about the clarity of questions, the time taken, and any ambiguous or confusing elements they encountered Three students from the pilot group were randomly selected for the interview process They underwent the semi- structured interview, after which they were asked about their comfort level, the clarity of questions, and the overall experience

Based on feedback, some questions were rephrased for clarity, and ambiguous terms were defined The questionnaire's length was also adjusted to ensure it could be completed within the allotted time Feedback from the pilot interviews indicated that some questions were too broad, while others were too leading Adjustments were made to ensure questions were open-ended and unbiased, allowing for more genuine and spontaneous responses

The pilot study was instrumental in refining the research instruments, ensuring their appropriateness and reliability The feedback and insights obtained guided necessary modifications, thereby increasing the validity and reliability of the main study's data collection process

Creswell and Guetterman (2019) suggested that the data collection for the questionnaire was carefully carried out Therefore, all required consents, including informed consent from the students and principal approval from the school, were obtained prior to the study starting A consent document outlining the goals of the study and the private nature of the data collection procedure was given to each student in order to guarantee the privacy of their responses Then, the questionnaires were distributed and administered during certain times that did not interfere with the students' regular class activities To help in the process, the researcher enlisted the help of another English teacher as the researchers’ colleagues working in the same school Students were welcomed to take their surveys from a designated spot in the classroom and were instructed to return them to a collection box once completed, maintaining privacy of their answers The researcher presented a brief overview of the questionnaire's purpose, emphasizing the importance of honest and reflective responses The students were assured that their replies would be kept strictly confidential and would only be utilized for research purposes Additional clarifications were readily available to minimize any potential ambiguity in the questionnaire items, and example scenarios were offered for context Throughout the process, an assisting teacher was accessible to answer any questions children had while not directly participating in data collecting, ensuring the privacy of the student responses This method was intended to collect data that accurately represented the students' perspectives on the utilization of subtitled videos for language learning

After quantitative data were collected and preliminarily analyzed, qualitative data were collected to further achieve a comprehensive understanding of students' experiences and perceptions regarding the use of English subtitled videos in vocabulary acquisition

Qualitative data collection was incorporated through semi-structured interviews students were selected using a random sampling method to participate in the interviews The rationale behind choosing a random subset of students was to ensure diverse and unbiased reflections that could be generalizable to the larger student population (Creswell & Guetterman, 2019) The use of a randomly selected group of students directly supported the research aim by guaranteeing that the study investigated a representative sample of high school students' perceptions In addition, a random sample increased the likelihood of encountering a variety of challenges, which can provide a comprehensive insight into potential obstacles in vocabulary learning using this method Each interview followed a semi-structured format, which was prepared in advance but allowed for spontaneous questions based on participants' responses This format combined the advantages of structured interviews, ensuring coverage of key areas of interest, with the flexibility to explore emergent themes and unexpected insights (Merriam & Tisdell, 2015)

At the commencement of each interview, the purpose was reiterated, and students were reassured about the confidentiality of their responses They were encouraged to speak openly and share both positive and negative experiences related to their engagement with English subtitled videos for vocabulary learning The interviews, lasting approximately 30 minutes each, were audio-recorded with the consent of the participants These recordings were subsequently transcribed verbatim, ensuring the accuracy and fidelity of the data for later analysis (Riessman, 2008) This means that all non-verbal sounds such as laughter or sighs, was documented exactly as it was spoken in the recordings

In summary, the qualitative data collection through interviews provided a platform for in-depth exploration of students' perceptions and experiences, enriching the overall research findings and offering a holistic view of the topic under study.

Data analysis

Once the questionnaire responses were fully collected, the initial step involved coding the data for analysis The coded data were systematically entered into a spreadsheet application, specifically Microsoft Excel, ensuring precision and consistency in the data entry phase

The data was then input into the Statistical Package for the Social Sciences (SPSS) software for its comprehensive statistical analysis capabilities (Field, 2018) Initially, descriptive statistics were employed to gain an overview of the data trends This involved calculating means, standard deviations, and frequency distributions for each questionnaire item For instance, the average responses to questions related to the frequency of watching subtitled videos and the levels of engagement and motivation provided by such English subtitled videos were analyzed These descriptive statistics offered a foundational understanding of the general tendencies in the students' responses and their overall inclination towards the use of subtitled videos for language learning These descriptive statistics, encompassing the responses to various sub- themes of the questionnaire, illuminated key aspects of students' engagement with subtitled videos: students’ viewing habits of English subtitled videos, students' views towards using subtitled English videos for learning and students' views towards English subtitled videos for enjoyment purposes

After the quantitative analysis stage of the questionnaires, the six main phases of the date-driven form (Braun & Clarke, 2006) were adapted to code and analyze the qualitative data using inductive thematic analysis

In the first phase of analyzing the interviews, the researcher thoroughly read all the transcribed interviews This step was essential to get a complete understanding of what the participants shared, as suggested by Creswell and Guetterman (2019) Next, during the coding process, the researcher marked different parts of the interviews with specific notes, identifying key ideas For example, if a participant talked about trouble understanding different English accents in videos, this part was noted as 'Accent- related Challenges' After coding, the third step was to group these notes into larger themes that gave a clearer picture of the overall experiences and views of the participants One such theme could be 'Challenges in Understanding Subtitled Videos'

In the fourth step, each participant was given a code like 'S1' for the first interviewee This helped keep track of who said what while keeping their identities private The fifth step was to make sure these themes accurately represented what the participants said This involved going back to the interviews and checking that the themes truly matched the participants' words Finally, the researcher combined these detailed insights from the interviews with the survey results This helped provide a comprehensive understanding of the study's findings By doing this, the researcher could explain the further phenomenon and perspectives grounded indeductively from the interviews, like the specific challenges learners face while using subtitled videos for language learning Throughout these steps, the researcher followed a detailed and careful process to make sure the analysis of the interviews was accurate and meaningful Then major themes were aggregated as the answers to the research questions.

Validity and reliability

Creswell (2014) highlighted that validity concerns an instrument's capacity to assist researchers in drawing accurate conclusions from a specific group of people For this study, participants were provided with questionnaires and interviews translated into Vietnamese Before initiating the survey, the researcher gave a clear explanation of the study's purpose and the questionnaire's structure The decision to use Vietnamese translations, complemented by clarifications, aimed to reduce potential misunderstandings among participants This strategy was intended to aid participants in fully understanding the questions, thereby eliciting genuine responses

Additionally, to ensure the linguistic and cultural appropriateness of the translated instruments, they were reviewed by other two teachers at Pham Van Dong high school Their expertise played a crucial role in identifying and rectifying any potential biases or unintended meanings in the translations This external review process is an essential step to ensure the validity of the instruments and the data collected

To create an environment where participants felt comfortable and free to share, they weren't required to disclose their personal details when responding This measure was implemented to foster open and candid feedback (Creswell, 2014)

Reliability is a paramount concern when designing and analyzing questionnaires It ensures that the measurements are consistent and stable over time when used under the same conditions One of the most frequently used statistics to check the internal consistency of a scale is Cronbach's Alpha (α) It is generally accepted that an α value of 0.7 or above is an indicator of satisfactory reliability (Nunnally, 1978)

In evaluating the reliability of the questionnaire used in this study, the responses were first compiled into an Excel spreadsheet Subsequently, the data was imported into SPSS software, version 26.0, for analysis The reliability statistics, as computed by SPSS, are presented in the following table:

Category Cronbach's Alpha Number of Items

As illustrated in the table, the questionnaire achieved a Cronbach's alpha of 720 across 26 items This score indicates a good level of internal consistency among the questionnaire items A Cronbach's alpha value above 0.7 is generally considered acceptable, suggesting that the items on the questionnaire are reliably measuring the underlying construct of students' perceptions of English subtitled videos for learning and enjoyment purposes This robust level of reliability supports the use of this instrument for further analysis in the study

In conclusion, the questionnaire demonstrates a solid degree of internal consistency, making it a reliable instrument for the intended research Ensuring this reliability provides a firm foundation for the subsequent stages of the research process.

Chapter summary

In the present study, a mixed-methods approach was employed to delve into the nuances of students' perceptions towards English subtitled videos Quantitative data was collected through structured questionnaires segmented into three parts: habits of watching, views for learning, and views for enjoyment The questionnaire's reliability was affirmed through a Cronbach's alpha analysis, ensuring internal consistency with values exceeding the acceptable threshold of 0.7 Moreover, SPSS was the chosen software for data compilation and analysis, ensuring precise and unbiased results Furthermore, the study incorporated a qualitative facet, utilizing semi-structured interviews to gain deeper insights and understandings not captured quantitatively The comprehensive methodology, blending both quantitative and qualitative approaches, facilitated a holistic understanding of the students' perceptions and the pedagogical implications of using English subtitled videos in learning contexts.

FINDINGS

Research question 1

How is the use of subtitled English authentic videos in school students’ EFL vocabulary learning and acquisition perceived by school students?

The data analysis indicated that students generally held positive perceptions of incorporating subtitled videos into classroom practices for vocabulary learning as illustrated in Table 4.1 Most of the students reported they often looked up new vocabulary every time they watched English subtitled videos (item 6; M=3.79) and social media news/movies on websites (BBC, CNN) which were shorter than five minutes (item 2; M=3.74) Interestingly, high school students highlighted their willingness to use English subtitled videos as a tool for vocabulary learning (item 3; M=3.72) For example, school students spent more time learning vocabulary with English subtitled videos than other techniques (like reading or listening to music) (item 5; M=3.67) Another observation was that many students felt less anxiety when using these resources; they appreciated that even if they failed to catch an auditory phrase, the subtitles provided a textual backup (item 7; M=3.54) Also, these students expressed that they can learn vocabulary at school via English subtitled videos played by the teachers (item 4; M=3.32)

Students' Preference towards Watching English subtitled videos

1 I often watch English videos shorter than 5 minutes without subtitles

2 I often watch English subtitled videos shorter than 5 minutes on websites (BBC,

CNN, etc.) and social media (news)

3.I often learn vocabulary autonomously through English subtitled videos on websites (BBC, CNN, etc.) and social media (news)

4 I often learn vocabulary at school via

English subtitled videos played by the teachers

5 I often spend more time learning vocabulary through English subtitled videos than other techniques (like reading or listening to music)

6 I often look up new vocabulary from

7 I do not really feel as pressed since even if I miss what is being said, I can see it displayed in the subtitles

Furthermore, the analysis of the semi-structured interviews showed certain comparable patterns to students observed in the questionnaire One student reported their preference referred to the inclination of the allocation of approximately one hour each day for language learning activities (S1) In particular, they expressed a strong interest in enhancing their English skills by watching videos with English subtitles, particularly from reputable sources such as BCC and CNN Other students also incorporated English subtitled videos into their learning routine regularly They try to allocate a few hours each week to watch them

In addition, students highlighted their preference for subtitled videos in English than Vietnamese

“I think it's easier to learn with English subtitles Seeing the words in English helps me to improve my reading skills, which is an important part of learning a language Because while Vietnamese subtitles might provide some familiarity, I believe that using English subtitles allows me to directly engage with the language in its original form.” (S4)

To sum up, the results clearly illustrate high school students' favorable attitudes towards English subtitled videos as a tool for vocabulary learning Table 4.1 underscores that these videos, especially shorter ones from credible sources like BBC and CNN, are often preferred over other methods A significant number of students actively engage in looking up new vocabulary from these videos and feel less pressure due to the presence of subtitles The interviews further support this trend, highlighting that many students not only frequently integrate these videos into their daily routines but also find English subtitles more beneficial than their Vietnamese counterparts This dual-format learning, combining auditory and visual cues, appears to offer students a more immersive and effective vocabulary acquisition experience, confirming the pedagogical potential of English subtitled videos in classroom practices

Students' watching English subtitled videos for learning purposes

The findings from Table 4.2 suggested that students exhibit a positive inclination towards English subtitled videos, not only as an engaging and motivational tool for learning English but also as an effective method for vocabulary acquisition, pronunciation practice, contextual understanding, and exposure to diverse English accents The survey data showed that students strongly felt engaged when learning English using English subtitled videos (item 8; M=3.75), followed by a notable level of motivation when learning English through the same method (item 9; M=3.69), a preference for viewing English videos or films with English subtitles (item 10; M=3.7), and a clear preference for using English subtitled videos to study new vocabulary compared to alternative methods (item 11; M=3.72) The data further indicated that students acknowledge the utility of English subtitled videos in enhancing their pronunciation abilities (item 12; M=3.67) Similarly, there was an acknowledgment of the videos assisting in understanding word formation (item 13; M=3.67) The students also conveyed the importance of such videos in grasping the contextual meaning of words (item 14; M=3.68) When it came to memory retention, subtitled videos were seen as facilitators, especially when viewed repeatedly (item 15; M=3.56) The combination of visual and auditory elements in these videos was perceived as significantly bolstering vocabulary learning (item 16; M=3.65) Students also appeared to consider English subtitled videos as a way to understand the meaning of unfamiliar words better (item 17; M=3.58) Finally, the survey highlighted that these videos played a role in exposing students to a variety of English accents, enriching their linguistic exposure (item 18; M=3.62)

Students' Watching English subtitled videos for Learning Purposes

8 I feel interested in learning English using

9 I feel motivated in learning English with

10 I prefer to watch English videos with

11 Compared to other techniques (like reading or listening to music), I prefer to watch English subtitled videos for studying new vocabulary

12 English subtitled videos help me learn about how to pronounce an English word

13 English subtitled videos help me learn the formation the word

14 English subtitled videos help me understand the word precisely based on its context

15 English subtitled videos help me memorize the word faster through watching them repeatedly

16 English subtitled videos help me learn vocabulary better because of its combination between visual and audio

17 Subtitles in English videos help me understand the meaning of unfamiliar words quickly

18 I can expose myself to a range of English accents when watching English subtitled videos

The findings from the qualitative assessment consistently highlighted the pivotal role of this method in facilitating students' English vocabulary acquisition Numerous students articulated those videos with subtitles augmented their pronunciation and memory of words, and also equipped them with contextual usage knowledge Furthermore, a segment of students affirmed that this method, through subtitled videos, not only refined their linguistic capabilities but also offered a more immersive and interactive approach to vocabulary learning

“Subtitled videos have been an invaluable resource for my language learning journey Not only have they significantly enhanced my comprehension, but they've also introduced me to a wealth of new vocabulary that I might not have encountered otherwise Additionally, by closely following the spoken content and reading the subtitles simultaneously, I've noticed a marked improvement in both my speaking fluency and my accent This approach provides a harmonious blend of reading, listening, and speaking practices, all essential components for mastering a language.” (S1)

The second part of the questionnaire revealed a clear student preference for using English subtitled videos in their learning The results from Table 4.2, along with feedback from interviews, highlight several key benefits: clearer pronunciation, expanded vocabulary, better grasp of word context, and a broader understanding of different accents In simple terms, these videos do more than just support learning; they combine sight, sound, and text in a way that's engaging and effective Students find them a refreshing change from the usual classroom lessons By pairing visual scenes with subtitles, students gain a deeper understanding and wider exposure to the language, emphasizing the value of subtitled videos in English learning

Students' watching English subtitled videos for enjoyment purposes

In terms of students' engagement with English subtitled videos for entertainment purposes, the findings illustrated in Table 4.3 showed positive perceptions Data analysis indicated a high level of interest among respondents in unwinding with English subtitled videos (item 19; M=3.76), accompanied by the perception of these videos as fun, motivational, and educational (item 20; M=3.72) Students tend to prefer English videos with English subtitles over videos that have been dubbed with English audio (item 21; M=3.69), and students typically watched these subtitled videos across various platforms such as TV, computers, and smartphones (item 22; M=3.64)

Students added that they felt more joyful when watching English subtitled videos (item 23; M=3.60) A recognition of the visual benefits of video compared to reading books and listening exercises was expressed (item 24; M=3.55) Specifically, these students felt interested in listening to different English accents and dialects (item 25; M=3.68), and the exposure to diverse cultures, locations, and fresh ideas from around the globe (item 26; M=3.66)

Students' Watching English subtitled videos for Enjoyment Purposes

19 I feel interested in relaxing with English subtitled videos

20 I find English subtitled videos fun, motivating and educational to watch

21 I prefer watching English videos with

English subtitles to those with English audio dubbing

22 I typically watch English subtitled videos on TV, computer and smartphone

23 I find that watching English subtitled videos enhances my overall enjoyment of the video

24 To me, video, as opposed to reading books and listening exercises, delivers powerful visual clues

25 I enjoy listening to different accents and dialects of English when watching English subtitled videos

26 I like that English subtitled videos introduce me to the outside world with diverse cultures, fresh locations, and ideas

When asked about the purpose for entertainment while watching English subtitled videos, students shared positive perceptions The interviewees expressed their interest and enjoyment in English subtitled videos, and regarded them as an enjoyable way to learn new words and expressions Students reflected the emphasis on the combination of fun, motivation, and education that they experience while watching these videos This suggests that they find the method enjoyable, engaging, and beneficial in enhancing their language learning journey

"Learning through subtitled videos is a fantastic approach to vocabulary acquisition It's an enjoyable way to immerse oneself in authentic language usage, grasp word context, and witness language in action, resulting in an engaging and interactive learning experience." (S2)

The survey results showed in Table 4.3 clearly highlight students' positive perceptions of English subtitled videos, particularly when viewed for entertainment The data indicates that these videos serve not only as a medium for relaxation but also as an engaging and educational tool, blending leisure with learning Students have a clear inclination towards videos with English subtitles over those with English dubbing, showcasing a preference for a genuine linguistic experience They also value the diverse auditory and cultural exposure these videos offer, expanding their horizons beyond textbooks In general, the melding of fun, motivation, and education in subtitled videos proves to be both enriching and enjoyable, offering an avenue where relaxation intersects with constructive vocabulary learning, as affirmed by the interviewee's reflections

Overall, the analysis reveals the students' positive perceptions of English subtitled videos as a method to enhance their English learning Students predominantly view these videos as beneficial tools, from academic vocabulary acquisition to leisurely entertainment Notably, there's a clear inclination towards subtitled videos for enhanced vocabulary learning and improved listening comprehension, supported by both quantitative and qualitative data The integration of leisure with learning emerges as a novel theme, emphasizing the seamless blend of education with enjoyment Moreover, the exposure to various accents and cultures amplifies the holistic learning experience In essence, subtitled videos present a promising, student-centric pedagogical approach, harmonizing motivation, engagement, and learning.

Research question 2

What challenges do high school students encounter when using these subtitled English authentic videos in EFL vocabulary learning?

The qualitative analysis revealed diverse challenges that school students encountered in their English vocabulary learning through English subtitled videos These challenges were categorised related to their own experience while watching the subtitled videos in the classroom as rapid speech-related comprehension, unfamiliar vocabulary, content appropriateness, varied accents and dialects, and motivation

Rapid speech-related comprehension challenges

The first issue school students reported is that they lacked comprehension ability to English subtitled videos when the speakers speak so fast Many students could not comprehend all the words or phrases due to the fast pace of speech Multiple students expressed challenges in understanding English subtitled videos when speakers spoke rapidly, leading to difficulties catching words or phrases The combination of fast- paced speech and subtitles was found to be overwhelming, hindering comprehension during the learning process

"As a student, one challenge I've encountered is my difficulty in comprehending English subtitled videos when the speakers talk too fast It's tough to catch all the words and phrases due to the rapid speech, and the presence of subtitles sometimes makes it even more overwhelming, hindering my understanding." (S4)

The interview excerpt shows school students expressed their limited understanding of the English subtitled videos These students explained that they could not follow what the speakers say while watching

The interviews also revealed another common challenge related to content appropriateness Some students expressed concerns about encountering content in the videos that may not be suitable or relevant to their language proficiency level Students expressed feeling overwhelmed when faced with content that exceeded their current language abilities, making it difficult for them to fully understand and engage with the subtitled videos

“There are times when I come across complex or technical vocabulary that I haven't encountered before It can be overwhelming, and it feels like I'm not making progress I find myself struggling to decipher the meanings of these unfamiliar words, and it affects my overall comprehension of the subtitled videos Sometimes, it makes me doubt my language learning abilities, as I feel stuck and unable to move forward." (S4)

Furthermore, some participants mentioned that they encountered cultural references, idioms, or slang in the videos that were unfamiliar or difficult to interpret

"When I watch English movies, even with subtitles, I encounter challenges, particularly when there are numerous idiomatic expressions, as is often the case in movies like Harry Potter These idioms can pose significant comprehension hurdles for me, requiring additional effort to grasp their meanings in context." (S1)

The interview showed that content appropriateness challenges can be seen as a notable obstacle for high school students using English subtitled videos for vocabulary learning Students mentioned they felt overwhelmed when facing with unfamiliar content Also, they are sometimes still confused about the meaning of the language using slang and idioms in some videos

Varied accents and dialects challenges

The fourth challenge mentioned in the interview is dealing with accents and dialects A few interviewees discussed facing difficulties when watching English subtitled videos featuring different accents or dialects Students expressed difficulty in understanding some regional accents, especially when combined with fast-paced dialogue in the videos They acknowledged the additional effort required to comprehend the content when exposed to regional accents or unfamiliar actor accents

"At times, I come across colloquial expressions, idioms, and regional accents while watching English content These elements demand extra effort to grasp Additionally, certain regional accents, when coupled with rapid dialogue, introduce a layer of complexity that further challenges my language learning journey." (S3)

The interview data revealed that high school students faced another challenge in comprehending English subtitled videos These learners conveyed their difficulties in coping with some regional accents and dialects that are less familiar with them while watching the videos

The final issue school students reported is that students might feel demotivated when learning with subtitles English videos While not explicitly mentioned by all interviewees, some expressed moments of demotivation or challenges in maintaining motivation during the language learning process

"Personally, I struggle to retain the new vocabulary I come across solely through subtitles While they serve as a helpful aid for comprehension, they are not an efficient method for me to learn and remember words I find that additional active engagement, such as using flashcards or practicing in context, is essential for more effective vocabulary retention in my language learning process." (S3)

The interview data revealed that high school students shared the difficulty of retaining new vocabulary encountered through subtitles alone This struggle with vocabulary retention might have contributed to moments of demotivation for the learner, as they grappled with the feeling of not making substantial progress in their language acquisition journey

The use of subtitled English authentic videos in high school EFL vocabulary learning and acquisition has become increasingly popular in recent years This is because video content is an engaging and effective way to learn a new language, and subtitles can help learners better understand and memorize new vocabulary.

Chapter summary

In conclusion, the findings highlight the positive impact of subtitled English authentic videos on high school students' EFL vocabulary learning Students expressed favorable attitudes towards this method, citing increased engagement and motivation However, challenges related to rapid speech comprehension, content appropriateness, accents, and motivation were also identified The next chapter will discuss these findings and propose recommendations for improving language instruction through the strategic integration of subtitled videos in the language learning process.

DISCUSSION

High school students' mixed perception of using English subtitled videos for

5.1 High school students' mixed perception of using English subtitled videos for vocabulary learning

The major findings indicate that students hold positive opinions about incorporating English subtitled videos into vocabulary classroom practices Students reported frequently looking up new vocabulary from subtitled videos and expressing a willingness to use this method as a tool for vocabulary acquisition This finding is in line with the findings of previous research that confirm that high school students express a strong willingness to use English subtitled videos as a technique for vocabulary learning and significant engagement (Andriana & Angelina, 2020; Anh & Hoai, 2021) This reflects a broader trend where learners are increasingly seeking interactive and autonomous methods for language acquisition Subtitled videos, offering a combination of visual cues and textual reinforcement, align well with this trend Student’s vocabulary acquisition improved through the facilitated experience in visualized subtitles (Wang, 2017) They not only make learning more accessible but also empower students to actively engage with the content This active engagement, as noted by Wang (2017), enhances vocabulary acquisition, facilitating deeper understanding and retention The utility of subtitled videos in fostering a self-directed learning environment cannot be overstated As students encounter new words within a contextual framework, they are more inclined to seek out meanings independently, an approach that fosters long-term retention and language mastery This method also accommodates diverse learning styles, benefiting both visual and auditory learners Furthermore, the integration of subtitled videos into classroom practices presents an opportunity for educators to diversify their teaching strategies, making vocabulary learning more dynamic and responsive to student needs By embracing this technology- enhanced approach, educators can cater to the evolving educational landscape, where engagement and interaction play key roles in effective learning

In addition, most EFL high school students believed that English subtitled videos played a significant role in the enhancement of their cognitive vocabulary learning for both education and enjoyment purposes They reported high levels of interest, motivation, and engagement when learning English through subtitled videos This supports prior studies that have emphasized the motivational and educational importance of English subtitled videos for language learning (e.g., Andriana & Angelina, 2020; Anh & Hoai, 2021) The combination of visual and auditory input in English subtitled videos is seen beneficial for improvement in vocabulary comprehension, which is shared with previous findings (Muủoz, Pujadas, & Pattemore,

2021) Their study shows how combining pictures and sound in subtitled videos helps students learn new words better This method works well because students hear the words and see them at the same time This way of learning is like how we naturally learn language, where we often see and hear words together, helping us understand and remember them better The study suggests that subtitled videos are a great tool for teaching vocabulary because they make learning more engaging and interactive They give students a fuller experience, helping them to remember and use new words more effectively This approach fits well with modern teaching methods that focus on keeping students interested and actively involved in their learning Furthermore, the analysis also revealed students found English subtitled videos fun, motivating, and educational This finding is consistent with the prior results that have emphasized the enjoyable and engaging nature of watching English subtitled videos (e.g., Teng, 2021; Anh & Hoai, 2021) Subtitled videos merge entertainment with education, capturing students' attention and sustaining their interest This dual benefit is crucial in today's learning environments, where keeping students engaged is as important as the educational content itself The enjoyment aspect of subtitled videos encourages consistent engagement, while their educational value ensures that this engagement is productive This blend of enjoyment and learning fosters a more holistic educational experience, making subtitled videos a valuable resource in language education Students also reflected their exposure to different accents, cultures, and ideas evident in English subtitled videos, which is crucial for their awareness of the cultural and global understandings of English subtitled videos (Teng, 2021)

While the education purpose for vocabulary acquisition through English subtitled videos has been a key focus (Andriana & Angelina, 2020; Anh & Hoai,

2021), the current study revealed students valued the enjoyment purpose and further provided insights into the potential of English subtitled videos to create a positive and immersive learning experience for students, not only enhancing their language proficiency but also fostering their engagement in learning These insights could be a useful source for teachers’ teaching strategies By applying subtitled videos, teachers can create a more interactive and student-centered learning environment, aligning with the evolving educational background that values engagement and practical language use.

Constructed challenges

The analysis highlighted challenges identified by school students with respect to using English subtitled videos in vocabulary learning and acquisition These challenges range from comprehending rapid speech to grappling with unfamiliar vocabulary and complex content Such issues underscore the gap between the students' current language proficiency and the advanced linguistic demands of subtitled videos Furthermore, variations in accents and dialects present in these videos add another layer of complexity, often leading to comprehension struggles Addressing these challenges is crucial for optimizing the educational potential of subtitled videos

Students emphasized struggling with the rapid speech in English subtitled videos when catching all the words or phrases, and comprehension This finding aligns with the findings of a study by Montero Perez et al (2013) which also indicated the consistency among language learners who found limited exposure to natural and fast- paced speech in traditional language learning materials challenging This parallel suggests a broader issue in language education where students often receive limited exposure to real-world speech patterns Consequently, they may find it challenging to process and comprehend language delivered at natural speeds This explanation may emphasise a further need for learners to be integrated to authentic conversational speed and rhythm of spoken English Such exposure is essential for developing practical listening skills that are applicable in real-life conversations and settings It was found that school students highlighted the issues unfamiliar vocabulary while learning from English subtitled videos This finding is consistent with the study of Montero Perez et al (2013), emphasizing the importance of providing students with strategies to cope with the diverse range of unfamiliar words and expressions in authentic resources and language contexts The study indicated school students’ needs for proper context and resources for vocabulary learning Their struggles underscore the necessity of tailored strategies that aid in navigating new and complex language in authentic settings Effective vocabulary learning requires contextual understanding and resources that bridge the gap between the students' current proficiency and the advanced language used in subtitled videos Educators must focus on crafting learning experiences that not only introduce new words but also provide the contextual backbone, making these new terms comprehensible and memorable for students

In addition, students highlighted coping with challenging content that were not suitable with their language proficiency This finding corroborates Teng’s (2021) findings stating that students may struggle with challenging content in English subtitled videos beyond their proficiency level Such challenges often stem from a mismatch between the linguistic complexity of the material and the learners' current language skills One of the possible explanations in the current study conducted in Vietnamese context may be that there is a mismatch between the linguistic demands of the materials and students' language abilities Also, the unfamiliar subject matter and cultural references are present in teaching and learning resources To mitigate this challenge, educators should carefully select materials that align with students' linguistic abilities while gradually introducing more complex content This stepwise approach can help bridge the gap between students' current language skills and the demands of authentic language materials, ensuring a more effective and confidence-building learning experience

Different accents and dialects in English subtitled videos were issued by school students Regional accents and unfamiliar actor accents added complexity to students’ comprehension, their limited exposure and familiarity with diverse linguistic variations (Baratta & Halenko, 2022) Insufficient exposure to a range of accents during language learning may impede students' capacity to comprehend and adapt to different speech patterns The results suggest considering the significance of integrating resources and tasks that expose students to a variety of accents, enabling them to enhance their comprehension capabilities Such exposure not only aids in familiarizing students with different speech patterns but also prepares them for real-world language use By diversifying the accents encountered in educational materials, educators can significantly improve students' listening skills and their ability to understand English as spoken in various global contexts This approach aligns with findings from White (2016)’s study on the effects of accent familiarity on English as a foreign language students The study revealed that increased exposure to different accents significantly improves both word recognition and overall comprehension (White, 2016) By incorporating diverse accents into educational content, educators can better equip students for real-world language use, fostering a deeper understanding of English as spoken across different regions and cultures This method of teaching not only familiarizes students with a range of speech patterns but also broadens their linguistic competence in global contexts

Lastly, school students had issues with maintaining their motivation towards using English subtitled videos for learning vocabulary While these students recognized the importance of overcoming obstacles and staying dedicated to their language learning goals, they faced moments of demotivation This result aligns with the one in the study of Wang & Pellicer-Sánchez (2022) Their research suggested that while subtitled videos offer significant learning benefits, sustaining student motivation remains a challenge One of the possible reasons may be students’ challenging experience in the inherent complexities of language learning, the presence of different content, or the slow progress Another explanation may be students’ experience in frustration or self-doubt, which may potentially hinder their motivation towards active engagement with English subtitled videos in vocabulary learning This implies that while the method is effective, the approach to using subtitled videos needs to be dynamic and engaging to maintain consistent learner interest It highlights the necessity of incorporating strategies that not only facilitate learning but also keep students motivated For instance, integrating interactive elements or varying the content within subtitled videos could reinvigorate student interest and commitment to learning

Additionally, providing learners with clear goals and feedback can enhance their sense of progress and achievement, further bolstering their motivation

The contribution of these findings to the literature lies in providing a comprehensive understanding of the challenges faced by high school students when using English subtitled videos for vocabulary learning By synthesizing the major findings, this study highlights the specific difficulties encountered by students and emphasizes the need for targeted support and instructional interventions Educators can utilize these insights to design pedagogical approaches that address the identified challenges and promote effective vocabulary learning using subtitled videos To sum up, the findings of this study contribute to the existing literature by identifying and discussing the challenges faced by high school students when using English subtitled videos for vocabulary learning The analysis highlights the difficulties related to understanding rapid speech, encountering unfamiliar vocabulary, coping with challenging content, dealing with accents and dialects, and overcoming motivational challenges These findings underscore the importance of providing appropriate support, scaffolding, and resources to help students overcome these challenges and optimize their vocabulary learning experience.

Chapter summary

This chapter proceeds to discuss the research findings within the context of two main issues: high school students' perspectives on the use of English subtitled videos for vocabulary learning and the difficulties they encountered while utilizing this approach The subsequent discussion aims to provide a comprehensive analysis of the findings, shedding light on the students' experiences and perceptions related to the effectiveness of subtitled videos as a vocabulary learning tool The conclusion, implications, and limitations of the study will be presented in the subsequent and final chapter.

CONCLUSION & IMPLICATIONS

Major findings

This study embarked on an exploration of high school students' perceptions of using subtitled English authentic videos in their English as a Foreign Language (EFL) vocabulary learning, as well as the challenges they faced during this process The research aimed to answer two pivotal questions: how students perceive the use of English subtitled videos in their vocabulary learning and what challenges they encounter

The study’s major findings indicated that students generally hold positive views on the use of English subtitled videos for vocabulary learning They appreciated the combination of visual and auditory learning aids, finding that subtitled videos enhanced their engagement and motivated them to learn A significant number of students regularly incorporated these videos into their learning routines and preferred English subtitles over Vietnamese for better learning outcomes Moreover, the students reported that subtitles aided in understanding pronunciation, word formation, and context, and they were particularly beneficial for memorizing vocabulary through repeated viewing However, alongside these positive perceptions, students also reported several challenges These included difficulties in following rapid speech, understanding unfamiliar vocabulary, and dealing with complex content that exceeded their current language proficiency Variations in accents and dialects, as well as sustaining motivation, were additional obstacles that students had to navigate

In short, while subtitled English authentic videos are a promising tool that can significantly enhance vocabulary learning and acquisition among EFL high school students, educators need to be mindful of the challenges these learners face By addressing these challenges, teachers can facilitate a more effective and enjoyable learning experience, leveraging the full potential of subtitled videos in EFL education.

Implications

The research findings, both quantitative and qualitative, provide crucial insights into the application and challenges of English subtitled videos in high school EFL vocabulary learning The researcher would like to suggest some recommendations for students and teachers

First of all, the diverse accents and dialects, while presenting difficulties to some learners, offer a unique educational opportunity Jenkins (2000) showed that varying linguistic exposure can hone students' adaptability Thus, by strategically incorporating videos with a range of accents and then guiding students through the intricacies, teachers can facilitate broader linguistic understanding

Secondly, it is suggested that educators enrich their vocabulary teaching methodologies by integrating English subtitled videos into their curriculum This technique aims to not only kindle student interest and motivation but also to facilitate a multi-sensory educational experience The simultaneous engagement of both visual and auditory senses allows learners to better comprehend the pronunciation, context, and application of new vocabulary, thereby enhancing their language learning journey Educators should carefully select subtitled video materials that align with students' proficiency levels and learning objectives This involves considering factors such as the complexity of vocabulary, the speed of speech, and the cultural relevance of the content Yawiloeng (2020) also suggested that teachers should potentially consider introducing slower-paced subtitled videos initially and then gradually transition to videos with natural conversational speed to help students acclimate Reinforced by Teng (2021), there's potential for these videos to serve dual purposes: vocabulary acquisition and cultural education Therefore, teachers should consider students' acknowledgment of exposure to diverse accents and cultures through subtitled videos. Also, teachers had better highlight the role of subtitled videos in exposing students to different cultures and global perspectives This can broaden their understanding and appreciation of the English language in a global context

To maximize the benefits of these videos, it is important to tailor them to the learners' needs For instance, adjusting the speed of videos can help students better understand rapid speech, and providing additional vocabulary support can assist them in grasping new words This approach aligns with the insights gathered from the students, who found subtitled videos beneficial yet faced challenges with certain aspects of their use

Furthermore, while subtitled videos can be engaging, there is also the flip side of motivation The potential for moments of demotivation, as revealed from the interviews, underscores the necessity of maintaining consistent motivation in the classroom As suggested by Dửrnyei (2001), teachers should vary video genres, offer choices, and encourage group activities to boost students’ interest and engagement

To ensure effective use of subtitled English videos in EFL vocabulary teaching, comprehensive training for educators is essential This training should cover all aspects of using subtitled videos, suitable for both new and seasoned teachers Initiatives like workshops and seminars are ideal for sharing best practices and innovative teaching methods Encouraging peer mentorship in schools can also help teachers exchange ideas and improve their teaching methods collaboratively Additionally, as this approach often requires technological skills, it's important to provide teachers with training in relevant digital tools and resources This will help them integrate these videos smoothly into their lessons and tackle any technical challenges Being familiar with trustworthy online sources, open-access content, and digital platforms will further enhance the resources available to educators

To sum up, it is evident that while English subtitled videos present a valuable resource in EFL vocabulary learning, their effective deployment requires in-depth understanding and pedagogical strategies Integrating the insights from this study with established pedagogical principles can usher in a more enriching and effective EFL learning environment.

Limitations and recommendation for further research

This study has contributed valuable insights into the perceptions and challenges associated with the use of subtitled English authentic videos for EFL vocabulary learning among high school students However, it is essential to acknowledge certain limitations

First of all, the very first limitation relates to the sample size and its implications for generalizability The study involved a relatively small sample of high school students from a specific geographic region, limiting the generalizability of findings to broader student populations A larger and more diverse sample would enhance the external validity of the study's results

Second, this study primarily relied on self-reported data through interviews and questionnaires While these methods provide valuable insights into participants' perceptions, they are subject to response bias, memory recall limitations, and social desirability bias Future research could incorporate additional data sources, such as classroom observations or language proficiency assessments, to provide a more comprehensive understanding of the impact of subtitled videos on vocabulary learning

Thirdly, while the current study attentively analyzed students' perspectives, it did not delve into teachers' views on the subject This omission presents an opportunity for future investigations Exploring teachers' perspectives could unveil additional layers of understanding about subtitled video utilization in vocabulary learning

Finally, this study primarily focused on students' perspectives and challenges, offering valuable insights into their experiences However, it did not extensively explore specific pedagogical strategies that teachers could employ to maximize the benefits of subtitled videos Future research could delve deeper into effective instructional approaches, including curriculum design and teacher training, to optimize vocabulary acquisition through subtitled video integration

Through these limitations, future research should consider employing a mixed- methods approach that combines qualitative data collection with quantitative measures to provide a more comprehensive understanding of the topic Additionally, expanding the sample size, conducting longitudinal investigations, and employing alternative qualitative research methods can enhance the robustness and applicability of findings in the context of EFL vocabulary learning through subtitled videos.

Conclusion

This study explored high school students' views on using English subtitled videos for EFL vocabulary learning The data collection method, being a convenience sampling, has its limits, especially regarding wider applicability However, the findings remain valuable for educators in similar contexts

Students generally found subtitled videos beneficial for vocabulary learning These videos made lessons engaging and boosted their motivation But challenges like fast speech and new words also arose To make the most of these videos, it's important to address these issues For example, adjusting the speed of videos and providing extra vocabulary support could help

Active student interactions, both inside and outside the classroom, are vital Since watching videos is a more passive activity, adding interactive elements, like group discussions about the videos, could be beneficial This would let students practice and get feedback on the vocabulary they learn

Encouraging teachers to collaborate can also enhance the learning experience Sharing best practices, resources, and training on how to effectively use subtitled videos can improve teaching quality without adding extra work for teachers

While this study offers insights from students, the perspectives of teachers remain unexplored Understanding why teachers choose certain videos, their challenges, and their methods could provide a fuller picture Future studies could focus on this, as well as on how teachers specifically use and choose videos for teaching

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APPENDIX APPENDIX A Questionnaire (English version)

Please take the time to complete this survey, as it will greatly contribute to the research topic The following questionnaire consists of two main sections The first section is for the collection of personal information This is only for the researcher’s reference and will not be distributed to anyone else Your privacy will be maintained throughout the entire thesis The second section is divided into two parts Part one is about your English language video viewing habits Part two is about your views toward authentic English subtitled videos for learning and enjoyment purposes

I would like to extend my heartfelt gratitude to all the students who participated in the questionnaire Your contributions have been invaluable and greatly appreciated

Please read the following statements and fill in the box of the information that most reflects you

2 How long have you been studying English? ……… year(s)

3 How often do you use English outside classroom?

☐ Never ☐ 1-2 times/ week ☐ 3-4 times/ week ☐ Everyday

4 How would you evaluate your English vocabulary?

☐ Good ☐ Moderate ☐ Poor ☐ Very poor

Please read the following statements and put an X in the box of the information that represents your level of agreement

Part 1: Habits of watching English subtitled videos

1 Strongly disagree; 2 Disagree; 3 Unsure; 4 Agree; 5 Strongly agree

1 I often watch English videos shorter than 5 minutes without subtitles

2 I often watch English subtitled videos shorter than 5 minutes on websites (BBC, CNN, etc.) and social media (news)

3 I often learn vocabulary autonomously through English subtitled videos on websites (BBC, CNN, etc.) and social media (news)

4 I often learn vocabulary at school via

English subtitled videos played by the teachers

5 I often spend more time learning vocabulary through English subtitled videos than other techniques (like reading or listening to music)

6 I often look up new vocabulary from

English subtitled videos that I watched

7 I do not really feel as pressed since even if I miss what is being said, I can see it displayed in the subtitles

Part 2: Views toward English subtitled videos for learning purposes

1 Strongly disagree 2 Disagree; 3 Unsure; 4 Agree; 5 Strongly agree

8 I feel interested in learning English using English subtitled videos

9 I feel motivated in learning English with

10 I prefer to watch English videos with

11 Compared to other techniques (like reading or listening to music), I prefer to watch English subtitled videos for studying new vocabulary

12 English subtitled videos help me learn about how to pronounce an English word

13 English subtitled videos help me learn the formation of the word

14 English subtitled videos help me understand the word precisely based on its context

15 English subtitled videos help me memorize the word faster through watching them repeatedly

16 English subtitled videos help me learn vocabulary better because of its combination between visual and audio

17 Subtitles in English videos help me understand the meaning of unfamiliar words quickly

18 I can expose myself to a range of

English accents when watching English subtitled videos

Part 3: Views toward English subtitled videos for enjoyment purposes

1 Strongly disagree; 2 Disagree; 3 Unsure; 4 Agree; 5 Strongly agree

19 I feel interested in relaxing with English subtitled videos

20 I find English subtitled videos fun, motivating and educational to watch

21 I prefer watching English videos with

English subtitles to those with English audio dubbing

22 I typically watch English subtitled videos on TV, computer and smartphone

23 I find that watching English subtitled videos enhances my overall enjoyment of the video

24 To me, video, as opposed to reading books and listening exercises, delivers powerful visual clues

25 I enjoy listening to different accents and dialects of English when watching English subtitled videos

26 I like that English subtitled videos introduce me to the outside world with diverse cultures, fresh locations, and ideas

APPENDIX B Interview questions (English version)

Hello (participant name) Welcome to the interview In this interview, I will ask you some follow-up questions about your questionnaire responses, as well as the difficulties that you encounter when using English subtitled videos in EFL vocabulary learning Please remember that you are free to cancel at any time and that you will have your responses in this interview kept anonymous Are you ready? Let’s begin

Part 1: Habits of watching English subtitled videos

Follow-up questions about questionnaire responses

1 How many hours a week do you spend learning vocabulary through English subtitled videos?

2 Why are you interested in learning vocabulary through subtitled videos?

3 How did the subtitled videos influence your content understanding?

Part 2: Views toward English subtitled videos for learning purposes

4 Do you struggle to understand English subtitled videos when the speakers talk fast?

4.1 How often do you come across unfamiliar and difficult vocabulary when learning with authentic English subtitled videos?

4.2 Does this cause you to struggle with the learning experience?

5 Do you think that it is easier to learn vocabulary with English videos through Vietnamese subtitles, than it is with English subtitles?

6 Do you think that using English subtitles to learn vocabulary with authentic English videos causes you to learn less than the alternative?

7 Do you ever struggle learning vocabulary with authentic English subtitled videos that are not suitable for your level?

8 Are there any other difficulties that you encounter when learning vocabulary with authentic English subtitled videos?

Part 3: Views toward English subtitled videos for enjoyment purposes

9 Which English dialects and accents you have encountered when watching English subtitled videos that you like the most?

10 How often do you watch English subtitled videos on TV, computer and smartphone?

Các em học sinh thân mến,

Các em vui lòng dành thời gian hoàn thành bảng khảo sát này vì nó sẽ góp phần lớn vào đề tài nghiên cứu Bảng câu hỏi sau đây gồm hai phần chính Phần đầu tiên là để thu thập thông tin cá nhân Phần này chỉ để người nghiên cứu tham khảo và sẽ không được tiết lộ cho bất kỳ ai khác Quyền riêng tư của các em sẽ được bảo vệ trong suốt quá trình nghiên cứu Phần thứ hai được chia làm hai phần Phần một về thói quen xem video tiếng Anh của các em Phần hai về quan điểm của các em đối với video phụ đề tiếng Anhcho mục đích học tập và giải trí

Xin chân thành cảm ơn tất cả các em học sinh đã tham gia vào trả lời bảng hỏi Sự đóng góp của các bạn thực sự quý báu và rất đáng trân trọng

PHẦN 1: THÔNG TIN CÁ NHÂN

Vui lòng đọc các câu sau và điền vào ô thông tin phản ánh chính xác nhất về bạn Giới tính: ☐ Nam ☐ Nữ

Bạn học tiếng Anh được bao lâu rồi? ……… năm

Bạn sử dụng tiếng Anh ngoài lớp học bao nhiêu lần?

☐ Không bao giờ ☐ 1-2 lần/ tuần ☐ 3-4 lần/ tuần ☐ Hàng ngày

Bạn đánh giá vốn từ vựng tiếng Anh của mình như thế nào?

☐ Tốt ☐ Khá ☐ Kém ☐ Rất kém"

PHẦN 2: QUAN ĐIỂM CỦA HỌC SINH

Vui lòng đọc các câu sau và đánh dấu (X) vào ô thông tin mà em đồng ý

Phần 1: Thói quen xem video có phụ đề Tiếng Anh

1 Hoàn toàn không đồng ý 2 Không đồng ý 3 Không chắc chắn

1 Tôi thường xem các video tiếng Anh ngắn hơn 5 phút mà không có phụ đề

2 Tôi thường xem các video phụ đề tiếng

Anhngắn hơn 5 phút trên các trang web

(BBC, CNN, v.v.) và mạng xã hội (tin tức)

3 Tôi thường tự học từ vựng qua các video phụ đề tiếng Anhtrên các trang web

(BBC, CNN, v.v.) và mạng xã hội (tin tức)

4 Tôi thường học từ vựng tại lớp qua các video phụ đề tiếng Anhđược giáo viên cung cấp

5 Tôi thường dành nhiều thời gian hơn để học từ vựng qua các video phụ đề tiếng Anhso với các phương pháp khác

(như đọc hoặc nghe nhạc)

6 Tôi thường tra cứu từ vựng mới từ các video phụ đề tiếng Anhmà tôi đã xem

7 Tôi không cảm thấy quá áp lực vì ngay cả khi tôi bỏ lỡ những gì được nói, tôi vẫn có thể nhìn thấy nội dung hiển thị trong phụ đề

Phần 2: Quan điểm về video phụ đề tiếng Anhcho mục đích học tập

1 Hoàn toàn không đồng ý 2 Không đồng ý 3 Không chắc chắn

8 Tôi cảm thấy thích thú khi học tiếng

Anh qua video có phụ đề tiếng Anh

9 Tôi cảm thấy có động lực khi học tiếng

Anh với video có phụ đề tiếng Anh

10 Tôi thích xem video tiếng Anh với phụ đề tiếng Anh

11 So với các kỹ thuật khác (như đọc sách hoặc nghe nhạc), tôi thích xem video phụ đề tiếng Anhđể học từ vựng mới

12 Video có phụ đề tiếng Anh giúp tôi học cách phát âm từ vựng tiếng Anh

13 Video có phụ đề tiếng Anh giúp tôi học cách hình thành từ

14 Video có phụ đề tiếng Anh giúp tôi hiểu chính xác từ vựng dựa trên ngữ cảnh

15 Video phụ đề tiếng Anh giúp tôi ghi nhớ từ vựng nhanh hơn thông qua việc xem đi xem lại

16 Video phụ đề tiếng Anh giúp tôi học từ vựng tốt hơn nhờ sự kết hợp giữa hình ảnh và âm thanh

17 Phụ đề trong video tiếng Anh giúp tôi nhanh chóng hiểu được nghĩa của những từ không quen thuộc

18 Tôi có thể tiếp xúc với nhiều ngữ điệu tiếng Anh khác nhau khi xem video phụ đề tiếng Anh."

Phần 3: Quan điểm về việc xem video phụ đề tiếng Anhcho mục đích giải trí

1 Hoàn toàn không đồng ý 2 Không đồng ý 3 Không chắc chắn

19 Tôi cảm thấy thích thú khi thư giãn với video tiếng Anh có phụ đề

20 Tôi thấy video phụ đề tiếng Anh thú vị, gây hứng thú và có tính giáo dục khi xem

21 Tôi thích xem video phụ đề tiếng Anh hơn là xem video tiếng Anh có lồng tiếng

22 Tôi thường xem video phụ đề tiếng Anh trên TV, máy tính và điện thoại thông minh

23 Tôi thấy rằng xem video phụ đề tiếng

Anhsẽ làm tăng sự hứng thú khi xem video

24 Đối với tôi, video cung cấp các hình ảnh hữu ích hơn so với việc chỉ đọc sách hoặc làm bài tập nghe

25 Tôi thích nghe các giọng điệu và phương ngữ tiếng Anh khác nhau khi xem video tiếng Anh có phụ đề

26 Tôi thích việc video phụ đề tiếng Anh giới thiệu cho tôi thế giới bên ngoài với các nền văn hóa đa dạng, địa điểm và ý tưởng mới mẻ

APPENDIX D Interview questions (Vietnamese version)

Chào em (tên người tham gia) Chào mừng em đến với buổi phỏng vấn Trong buổi phỏng vấn này, cô sẽ đặt một số câu hỏi bổ sung về các phản hồi của em trong bảng câu hỏi, cũng như những khó khăn mà em gặp phải khi sử dụng video có phụ đề tiếng Anh trong việc học từ vựng Em có quyền tạm dừng bất cứ lúc nào, các phản hồi của em trong buổi phỏng vấn này sẽ được giữ kín Em đã sẵn sàng chưa? Hãy bắt đầu nào

Phần 1: Thói quen xem video có phụ đề tiếng Anh

Câu hỏi bổ sung về các phản hồi trong bảng câu hỏi

1 Em dành bao nhiêu giờ một tuần để học từ vựng thông qua video có phụ đề tiếng Anh?

2 Tại sao em lại quan tâm đến việc học từ vựng thông qua video có phụ đề?

3 Video có phụ đề đã ảnh hưởng như thế nào đến sự hiểu biết nội dung của em?

Phần 2: Quan điểm về video phụ đề tiếng Anh cho mục đích học tập

4 Em có gặp khó khăn trong việc hiểu video phụ đề tiếng Anh khi người nói nói nhanh không?

4.1 Em thường xuyên gặp từ vựng lạ và khó khi học với video phụ đề tiếng Anhchính thống không?

4.2 Điều này có làm bạn gặp khó khăn trong trải nghiệm học tập không?

5 Em có nghĩ rằng việc học từ vựng với video tiếng Anh qua phụ đề tiếng Việt dễ dàng hơn so với phụ đề tiếng Anh không?

6 Em có nghĩ rằng sử dụng phụ đề tiếng Anh để học từ vựng với video tiếng Anh khiến em học được ít hơn phương pháp khác không?

7 Em có bao giờ gặp khó khăn trong việc học từ vựng với video phụ đề tiếng

Anhkhông phù hợp với trình độ của em không?

8 Có những khó khăn nào khác em gặp phải khi học từ vựng với video phụ đề tiếng Anhkhông?

Phần 3: Quan điểm về video phụ đề tiếng Anh cho mục đích thư giãn

9 Bạn đã gặp những giọng điệu và âm vị tiếng Anh nào khi xem video phụ đề tiếng Anh mà bạn thích nhất?

10 Bạn xem video phụ đề tiếng Anh trên TV, máy tính và điện thoại thông minh với tần suất bao nhiêu?

Interviewer: Hello, welcome to the interview In this interview, I will ask you some follow-up questions about your questionnaire responses, as well as the difficulties that you encounter when using English subtitled videos in EFL vocabulary learning Please remember that you are free to cancel at any time and that you will have your responses in this interview kept anonymous We will also keep your identity private Are you ready? Let’s begin

Interviewer: How many hours a week do you spend learning vocabulary through English subtitled videos?

Interviewee: Normally, I spend around an hour each day watching the Netflix series

"Friends." I find it to be an enjoyable way to learn new words and expressions

Interviewer: Why are you interested in learning vocabulary through subtitled videos?

Interviewee: Learning through subtitled videos is an effective way to combine entertainment and education I find it easier to remember new words when I see them being used in context

Interviewer: How did the subtitled videos influence your content understanding?

Interviewee: Subtitled videos have been great in improving my comprehension and helping me learn new vocabulary It also helps me to improve my speaking and accent Interviewer: Do you struggle to understand English subtitled videos when the speakers talk fast?

Interviewee: Yes, I do When the speakers talk too fast, I often miss some words or phrases

Interviewer: How often do you come across unfamiliar and difficult vocabulary when learning with authentic English subtitled videos?

Interviewee: I encounter unfamiliar and difficult vocabulary pretty frequently

However, seeing the words used in context helps me to understand their meaning Interviewer: Does this cause you to struggle with the learning experience?

Interviewee: Yes, it can be challenging at times, but I find that pausing the video and looking up new words helps me to understand the content better

Interviewer: Do you think that it is easier to learn vocabulary with English videos through Vietnamese subtitles, than it is with English subtitles?

Interviewee: No, I think it's easier to learn with English subtitles Seeing the words in English helps me to improve my reading skills, which is an important part of learning a language

Interviewer: Do you think that using English subtitles to learn vocabulary with authentic English videos causes you to learn less than the alternative?

Interviewee: No, I don't think so I find that using English subtitles helps me to learn more effectively by seeing new words in context

Interviewer: Do you ever struggle learning vocabulary with authentic English subtitled videos that are not suitable for your level?

Interviewee: Yes, sometimes I have to pause and replay to understand what the video is saying However, I find that watching challenging content helps me to improve my language skills

Interviewer: Are there any other difficulties that you encounter when learning vocabulary with authentic English subtitled videos?

Interviewee: Yes, sometimes there are rare words, slang, or actor's accents that I find difficult to understand In those cases, I use online resources to learn more about them

Interviewer: Which English dialects and accents have you encountered when watching English subtitled videos that you like the most?

Interviewee: I like British dialects and accents the most, but I also enjoy watching videos in American English

Interviewer: How often do you watch English subtitled videos on TV, computer, and smartphone?

Interviewee: I usually watch around an hour each day on my TV or computer, but sometimes I watch on my smartphone when I'm on the go

Interviewer: How much time do you typically dedicate to learning vocabulary through English subtitled videos each week?

Interviewee: I try to allocate at least two to three hours each week for learning vocabulary through English subtitled videos It's an effective and enjoyable method for me

Interviewer: What inspires your interest in learning vocabulary through subtitled videos?