Abstract

This dissertation Investigates a persistent challenge faced by

many EFL students: the need to possess and apply sufficient
English vocabulary for effective communication. Despite years of
formal education, many students still struggle to learn and apply
vocabulary in real-life situations, which limits their overall
language skills.
This secondary research study assesses the effectiveness of using
subtitled English films as a vocabulary acquisition technique
through the review of current empirical studies . The study
examines three empirical studies conducted in Ghana, Macedonia,
and Iraq and draws on theoretical frameworks such as Krashen’s
Input Hypothesis, Paivio’s Dual Coding Theory, and Nation’s
Theory of Vocabulary Coverage.

The results show that subtitled English movies can help

vocabulary growth by exposing viewers to rich, contextually
relevant linguistic input. For example, the Macedonian research
revealed quantifiable gains in learners’ listening comprehension,
oral fluency, and vocabulary retention. Common difficulties
discovered across the several studies were constrained resources,
insufficient teacher training, and strict instructional techniques.
Overall, the general data favors the employment of subtitled films
as a significant tool in incidental vocabulary acquisition for EFL
learners.
General introduction
Vocabulary is one of the fundamental component in learning
languages and especially for students learning a foreign
language. Learning new words enables learners to use each word
in more than one context. The linguistic competence has a crucial
role because it is of concern with the four language skills. Recent
researches show that using audio visual aids
make learners pay more attention to form than traditional
materials Ismaili (2013), Faqe (2020), and Kwarteng (2023) . In
this respect, many foreign language students are interested in
improving their vocabulary knowledge. However, EFL students
find many difficulties when it comes to communicate using
English language because of their shortage of vocabulary
package. They think that learning new English vocabulary is a
complex task to be achieved. Today, it becomes much less
difficult than it was years ago due to certain
elements such as televisions, or the internet. EFL students can
effortlessly get in real English situations by attending online
lessons, or watching subtitled English movies. Most EFL students
may go for the second option.
The mastery of huge arranges of English terms and vocabulary is
crucial for successful communication, as it enables learners to
comprehend and express themselves effectively in reading,
writing, and listening. To achieve this it is essential for students
to build a strong vocabulary. Among Algerian students ,English is
a foreign language introduced in middle school, which they often
find challenging. EFL students struggle speaking or writing when
they are engaged in real English contexts because of their weak
linguistic competence. To overcome this problem, a wide range of
movies paired with subtitles can be useful for EFL students to
promote the learning process and; therefore, improve their
vocabulary stock.
In The light of this issue, the main aim underlying the present
study is to answer the question: could watching subtitled English
movies enhance vocabulary acquisition among EFL learners?”
This study may offer valuable insights for both EFL teachers and
learners. From the viewpoint of the learners, subtitled English films might
be a great tool for noticing and thinking about their vocabulary constraints
when they interact with real language use. Exposure to such media can help
the four language abilities develop and promote more natural language
acquisition.

The results could help teachers develop more successful vocabulary teaching
techniques by emphasizing how media content specially subtitled
moviesmay be included into the classroom. This method can enable teachers
more precisely customize learning resources to students’ preferences and
requirements.

The present research paper is divided into two major parts; the
first part provides a theoretical background which includes
vocabulary acquisition and multimedia learning, including topics
such as dual-coding theory,Krashen’s Input Hypothesis,and
Nation’s Theory of Vocabulary Coverage.The second part critically
reviews three related empirical studies from different
geographical areas.The goal of this review is to discover the
different research findings to determine the extent to which
watching English movies enhance students' vocabulary
acquisition.
Part one theoritical background

Introduction
Media is readily accessible now, and students may most
successfully close their language acquisition gaps by utilizing
audiovisual materialsmovies in particular. Subtitled English
movies provide great help in learning new language and English
competencies. Because they provide real language input in
context, these movies are great tools for vocabulary expansion.

This chapter looks at theoretical constructs and earlier research

related to vocabulary acquisition via films. It seeks to investigate
why pupils gain from this approach and how movies especially
subtitled ones help to build vocabulary..
 Vocabulary development is the process by which students
discover fresh vocabulary and learn how to use it
properly in writing or conversation .

Incidental learning is the acquisition of vocabulary without

explicit
instruction but rather via normal exposure.

Another significant idea is audiovisual input, which includes

films, videos, and other media showing language by means
of sound and image.

1.1Importance of Vocabulary Acquisition

According to Paul Notion (2001),Vocabulary knowledge involves

knowing a word’s form, it’s meaning , and how it is used in
different contexts .And according to Alqahtani (2015), vocabulary
knowledge is often seen as a critical tool for second-language
learners and that learners need to master vocabulary to be able
to express their ideas and understand other people as they speak.
Vocabulary plays a vital role in language learners’ reading,
listening, speaking, and writing abilities .

Several experts agree that mastery of vocabulary is a

fundamental component of linguistic ability. Whether the
language is first, second, or foreign, Zimmerman (2001) stresses,
“Vocabulary learning is central to language acquisition” (p. 286).
In this context, vocabulary acquisition is the process by which
learners grow able to identify, grasp, and suitably use unfamiliar
vocabulary in a second or foreign language. It is the basis for
language, good communication, and understanding.
Though important, traditional vocabulary teaching cannot
completely equip students for the great fluency vocabulary
needed. At advanced levels, vocabulary growth happens mostly
by incidental learning (p. 289). Focusing on communication rather
than direct vocabulary study, incidental vocabulary acquisition
occurs when learners are exposed to language in meaningful
contexts. vocabulary study.
1.2 How Media and Movies Promote Vocabulary
Development

Hornby (2006) asserts that Movie, also known as film or motion

picture, is a type of visual communication that enacts a story or
incident, inverted from the real-life world or fantasy, by sound
and a sequence of moving pictures, shown in cinema, television,
or on-screen as Hornby (2006) stated that “movie means a series
of moving picture recorded with a sound that tells a story, shown
at a cinema.” (p. 950). English movie is the movie in which
characters are performed using the English language; various
accents may be used such as: British, Australian, Canadian… and
so on.
One of the best ways to inspire incidental vocabulary growth is to
give pupils natural and pertinent language. For example,
watching movies helps students meet actual real-life language in
action. Brinton (2001) argues that “audiovisual materials give
students content, meaning, and direction, hence reinforcing
create contexts where new vocabulary is introduced and
practiced (p. 460).

Media materials also provide authenticity that connects actual

language use with classroom activities. As Brinton (2001) notes,
“Media materials can lend authenticity to the classroom
environment, therefore reinforcing for students the direct relation
between the language classroom and the outside world “ (p.
461. ) By means of this connection between the real language
and the classroom, motivation can be reignited and vocabulary
acquisition enhanced by means of
Another benefit is that media helps various kinds of learners.
According to Brinton (2001) 461), “media provide us a means of
meeting the demands of both visual and auditory learners. Movies
help pupils Grasp and remember new vocabulary more easily
since they combine visuals and sound.

1.3 Subtitles as a Tool for Vocabulary Acquisition

According to Canning-Wilson and Wallace (2000), subtitles are the textual
versions or printed translations of the dialogue in films and television programs
that can be read at the bottom of The screen when watching a foreign film. Reich
(2006) defines subtitling as a branch of Translation called audio-visual translation
where viewers can read statements of the dialogues On the screen together with
watching the images and listening to the dialogues. Gerzymisch Arbogast (2008)
also gives a definition for subtitles and construes them as the written Translation of
film dialogues that appear synchronously with the corresponding dialogues that
Are produced on the screen.

Among the components improving movie-based language

learning, subtitles are especially significant. Subtitles are the
written transcriptions or translations of spoken words shown on a
screen. By offering simultaneous visual and aural input, they
behave as a great multilevel learning instrument helping students
to broaden their understanding and vocabulary knowledge.
According to Brinton (2001), incorporating media that addresses
both visual and auditory learning styles maximizes the
effectiveness of vocabulary instruction (p. 461). Subtitled films
provide students with real speech as well as written support, so
enabling the accidental acquisition of new vocabulary. Moreover,
Brinton (2001) notes that “media help us to inspire kids by
presenting a bit of real life into the classroom” (p. Making
exposure to subtitled films a dynamic and interesting approach to
naturally and meaningfully broaden vocabulary.

1.4Theoretical Frameworks

It is essential to examine various important theories in second

language acquisition and learning to strengthen the argument
that watching English movies is a sufficient technique to build
vocabulary. Three well-known theories Krashen’s Input
Hypothesis, Paivio’s Dual Coding Theory, and Nation’s Theory of
Vocabulary Coverageprovide strong theoretical justification for
this topic. Particularly when supported by tools like subtitles,
every one of these theories explains a different aspect of how
language learners could acquire vocabulary from media such
films

1.4.1 Krashen’s Input Hypothesis

Among the most well-known second language acquisition

researchers is Stephen Krashen. who originally proposed in the
1980s, the input hypothesis holds that language acquisition
happens when students are exposed to understandable inputthat
is, language somewhat above their present proficiency level, or
what Krashen refers to as “i+1. ”

Watching English films gives students rich and interesting input

often presented in relevant and authentic context. Movies offer
genuine situations that assist learners deduce the meaning of
unfamiliar words, natural speech, body language, and tone of
voicequalities not found in textbooks or conventional vocabulary
lists. Learers who find the material understandable and
interesting are more likely to be driven and attentive, therefore
increasing their opportunity of unintentionally acquiring new
vocabulary.

For instance, if a learner already knows the phrase “I am hungry”

and sees a character say “I’m starving” while showing signs of
hunger, they may infer that “starving” is a more intense way of
saying “hungry.” This is a clear example of what Krashen
describes: learning vocabulary organically through exposure,
rather than through memorization..
Moreover, Krashen claims that stress-free surroundings enable
learners to more efficiently acquire language. Unlike in high-
pressure classroom settings, movies offer a relaxed and
enjoyable learning atmosphere, promoting a more natural and
effective vocabulary acquisition process.

1.4.2 Paivio’s Dual Coding Theory

Developed by Alan Paivio in 1986, dual coding theory offers yet
another explanation for the power of films in vocabulary
acquisition. According to this theory, verbal (spoken or written
words) and nonverbal (images, sounds, and actions) channels
help individuals process information most effectively and retain it
best.

Students who view a movie may read the subtitles, hear the
spoken language, and see the actions on the screen. These
various kinds of input help learners make connection between
images and sounds with new vocabulary, therefore facilitating
vocabulary recall. If a student hears the term “thunderstorm,”
observes strong rain and lightning, and concurrently reads the
word in the subtitles, they are more likely to grasp and
remember the term more effectively .
Dual coding theory encourages multimodal learning since it is
especially helpful for kids with various learning preferences. While
auditory learners gain from hearing the pronunciation and
intonation of new words, visual learners gain from understanding
the context. Together these approaches produce better memory
links and deeper learning.

1.4.3 Nation’s Theory of Vocabulary Coverage

Leading authority in vocabulary acquisition, Paul Nation first

proposed vocabulary coverage. This theory posits that effective
comprehension of spoken or written material depends on a
learner’s vocabulary. Learners have to know at least 95% to 98%
of the terms in a text to be able to follow the general meaning
and acquire extra words from context, Nation (2001) remarked.

Natural conversation, slang, idioms, real-life expressions abound

in films. For many students without additional help, this could be
too difficult. Subtitles thus become really important here. Learners
who use subtitles may follow their reading as they listen and
watch, so increasing understanding and bridging the gap in
vocabulary knowledge. Students who grasp most of what they
hear and see are more likely to pick up new vocabulary without
necessarily getting formal teaching.

According to Nation’s theory, media like films should be used

since repeated exposure to high-coverage material along with
visual and written support helps learners progressively build their
vocabulary. Repeated viewing and exposure to the same words in
many films also help memory and use over time get better.

1.5 Opposing Views on Using Movies for Vocabulary

Learning

While many studies favor the use of English films for vocabulary
learning, teachers and academics have voiced several objections.
Movies should be seen as a supplement to more structured
educational methods, not on their own, according to these
perspectives. Movies often use slang, idiomatic expressions, and
local dialects that may baffle youngsters—especially those at
beginner or intermediate levels. One often heard criticism is that
they use informal speech. Unlike classroom materials that aim to
teach conventional vocabulary and grammar, movies are meant
for entertainment and occasionally represent natural but complex
types of speech. Students may therefore come across speech in
conflict with what they learn in schools or examinations.
Uncorrect language use or misinterpretations may result from the
teacher not adequately guiding the pupils. Another issue is that
maybe not enough on its own is incidental learning—the theory of
acquiring fresh terms just by viewing movies. Learners might not
even notice the freshly gained vocabulary or forget it if they do
not do any follow-up homework or intentional learning activities.
Learning vocabulary is most effective when it combines planned
and unintentional methods, according to some scholars, including
Paul Nation (2001). Teachers can support film-based learning, for
instance, via assignments including vocabulary quizzes, debates,
or activities asking pupils to focus on certain words or sentences
from the movie. Low-proficiency students can find it challenging
to understand movie conversations even when there are subtitles.
Fast speech, unusual accents, or challenging surroundings could
overload them and lead them to depend on subtitles or irritate
them. Using movies in language classes enables pupils to hone
their listening abilities, hence restricting their chances to enhance
them. Beginners hence might need more direction, such as
vocabulary previews or definitions, before observing.
Furthermore, certain practical problems appear. Schools, for
instance, could not always have access to sufficient movies or
gear. Certain movies may lack subtitles or feature cultural
allusions students find challenging to understand. Particularly if
pupils are not familiar with the background of the film, these
cultural differences could even lead to misinterpretation. Despite
these negatives, many teachers still believe that, used correctly,
films might be a helpful resource. When combined with other
teaching methods, such as classroom conversations or vocabulary
assignments, movies can enable students to learn more
realistically and joyfully. When teachers deliberately choose
movies and design relevant activities around them, students are
more likely to benefit from the experience. Movies present an
interesting means to listen for natural language and acquire
vocabulary in context, especially with teacher help. Even if
movies do not guarantee flawless vocabulary acquisition, they
can still be rather significant in a complete language curriculum.
One has to be aware of the challenges and provide pupils with the
appropriate support so they may maximize the possibility..

1.7Conclusion

Finally, incidental learning via exposure to real language is very important for vocabulary
acquisition, and a key factor of langunge ability. As a type of audiovisual media, English films
give a great weapon to encourage vocabulary acquisition because they offer significant context,
Interesting content, and multimodal input.Especially for visual and aural learners, the addition of
subtitles Improves understanding and memory. Understanding how films might help with
vocabulary acquisition is best anchored iit theoretical frameworks such Krashen’s Input
Hypothesis, Dual Coding Theory, and Nation’s Theory of Vocabulary Coverage. Alternatively,
though, one should weigh the drawbacks and criticisms linked to this method. Relying only on
films could not be enough for all students without appropriate help and supplementary activities.
English films can help vocabulary acquisition and give students a more fun and real language
experience when carefully incorporated into language teaching