The roles of standard, bimodal, and reversed subtitles on English vocabulary learning

Abstract

This 15-week mixed method study examined the impact of standard, bimodal, and reversed subtitles on participants’ vocabulary learning, particularly incidental vocabulary learning and retention in a prerequisite English foundation course. Three intact groups, each receiving a different treatment, of first-year non-English major university students (N = 117) were randomly assigned to the researchers. Data were collected using one episode of documentary series, a vocabulary knowledge test: a pre-test, an immediate post-test, and a delayed post-test, a comprehension test, and an interview. The findings revealed that all three groups had a high level of comprehensive knowledge of the video content. However, when comparing pre- and immediate post-test scores, the reversed subtitle group displayed a significant increase in vocabulary knowledge, including word form and meaning whereas the groups with standard and bimodal subtitles only showed a significant knowledge gain in meaning. In the delayed post-test conducted approximately three months after the video exposure, the reversed subtitle group maintained their vocabulary knowledge, aligning with their high scores on the immediate post-test during this time span. Conversely, the groups with bimodal and standard subtitles experienced a significant decline in vocabulary knowledge. The interview data highlighted that all three types of subtitles helped with word meaning gains, but their impact on improving word form is unclear.