2021 IJRSE – Volume 10 Issue 10
Available Online: 26 July 2021
Author/s:
Zahmatkesh, Mahsa
Department of English, Islamic Azad University, Qaemshahr Branch, Qaemshahr, Iran (mahsa.zahmat.1367@gmail.com)
Fakhri Alamdari, Ebrahim*
Department of English, Islamic Azad University, Qaemshahr Branch, Qaemshahr, Iran (ebrahim.fakhri@qaemiau.ac.ir)
Abstract:
The present study examined the effects of Persian versus English subtitled movies on the oral proficiency, willingness to communicate (WTC), and motivation of Iranian intermediate EFL learners. The participants were 75 male and female EFL learners from an English language institute in Iran. They were divided into three groups: two experimental: a) English subtitled group (N=25); Persian subtitled group (N = 25) and a control group (no subtitle, N=25). The instruments used in this study were: oral proficiency pre- and posttests, WTC pre- and post-questionnaires, and motivation pre- and post-questionnaires. The collected data were analyzed through paired sample t-tests and One-way ANOVAs. The results showed that both Persian and English subtitled films had a significant effect on intermediate EFL learners’ oral proficiency. Moreover, there was statistically meaningful difference between the performances of experimental and control groups in oral proficiency after they received the treatment (subtitled films). In addition, both Persian and English subtitled films had a significant on WTC and motivation. This study had a number of implications for language teachers, practitioners and syllabus designers to use subtitled audiovisual programs to facilitate the language learning process for EFL learners.
Keywords: speaking proficiency, subtitled movies, willingness to communicate, motivation
DOI: https://doi.org/10.5861/ijrse.2021.a014
Cite this article:
Zahmatkesh, M., & Fakhri Alamdari, E. (2021). The effects of English versus Persian subtitled movies on Iranian pre-intermediate EFL learners speaking proficiency, willingness to communicate and motivation. International Journal of Research Studies in Education, 10(10), 113-125. https://doi.org/10.5861/ijrse.2021.a014
*Corresponding Author