CAN THO UNIVERSITY
SCHOOL OF SOCIAL SCIENCES & HUMANITIES
ENGLISH DEPARTMENT
--------
AN INVESTIGATION INTO ENGLISH-MAJOR
STUDENTS’ ATTITUDES AND TEACHERS’
PERCEPTIONS ON THE USE OF WATCHING
FILMS WITH ENGLISH SUBTITLES IN
LEARNING ENGLISH
Supervisor:
Researcher:
Nguyen Minh Thanh
Phan Thanh Xuan
Code: 7106981
Class: NN1054A2
Can Tho, 2013
DECLARATION
The thesis entitled “An investigation into English-major students’ attitudes and
perceptions on the use of watching films with English subtitles in learning English” is
conducted under the supervision of Mr. Nguyen Minh Thanh. I declare that the
information reported in this study is the result of my own work, except where the due
reference is made. The thesis has not been accepted for any degree and is not
concurrently submitted to any candidature for other degree or diploma.
November, 2013
Supervisor
Researcher
Mr. Nguyen Minh Thanh
Phan Thanh Xuan
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ACKNOWLEDGEMENTS
This paper could not have been completed without the help, encouragement and
support from many people who all deserve my sincerest gratitude and appreciation.
First of all, I would like to send my deepest gratitude to my supervisor – Mr.
Nguyen Minh Thanh for his continuous support, his patience, motivation, enthusiasm,
and immense knowledge. His guidance helped me in all the time of research and writing
of this thesis.
I would like to acknowledge with much appreciation the crucial role of Mr.
Huynh Minh Hien for his precious advice.
Also, I’d like to thank the teachers who took part in my interview, shared their
precious time during the process of interviewing, and gave me useful suggestions.
I would like to thank my beloved family, who was always with me when I had
difficulties and gave me mental support to complete my thesis successfully.
I also received much help and support from my friends through the time I carried
out the thesis. Hence, I would like to send my appreciation to those who have supported
me throughout entire process. I will be grateful forever for your love.
Phan Thanh Xuan
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TABLE OF CONTENTS
CHAPTER 1: INTRODUCTION ......................................................................... 1
1.1 Rationale ............................................................................................................ 1
1.2 Research aims .................................................................................................... 2
1.3 Research significance ......................................................................................... 2
1.4 Thesis organization ............................................................................................ 2
CHAPTER 2: LITERATURE REVIEW ............................................................. 4
2.1 Theoretical bases ............................................................................................... 4
2.1.1 The comprehensible Input Hypothesis .................................................. 4
2.1.2 The Affective Filter .............................................................................. 5
2.1.3 The Dual Coding Theory (DCT) .......................................................... 5
2.2 Positive effects of videos on English learning .................................................... 6
2.3 Subtitles ............................................................................................................. 7
2.3.1 Defining subtitles ................................................................................. 7
2.3.2 Advantages and disadvantages of subtitles ........................................... 8
2.3.2.1 Advantages of subtitles ........................................................... 8
2.3.2.2. Disadvantages of subtitles ................................................... 10
2.4 Research questions........................................................................................... 11
2.5 Research hypothesis......................................................................................... 12
2.6 Expected outcome ............................................................................................ 12
CHAPTER 3: RESEARCH METHODOLOGY................................................ 13
3.1 Research design ............................................................................................... 13
3.2 Participants ...................................................................................................... 13
3.3 Instruments ...................................................................................................... 15
3.3.1 Questionnaire ..................................................................................... 15
3.3.2 Interview ............................................................................................ 16
3.4 Research procedure .......................................................................................... 16
3.4.1 Pilot stage .......................................................................................... 16
3.4.2 Administering the questionnaire ......................................................... 16
CHAPTER 4: RESULTS, DISCUSSIONS AND CONCLUSIONS .................. 18
4.1 Data result ....................................................................................................... 18
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4.1.1 Overview of statistical procedures ...................................................... 18
4.1.2 Descriptions of the results .................................................................. 18
4.1.2.1 Students’ attitudes and perceptions on watching films with
English subtitles ............................................................................... 19
4.1.2.2 Students’ attitudes and perceptions on the benefits and
drawbacks of watching films with English subtitles ......................... 20
4.1.2.3 Teachers’ ideas ..................................................................... 21
4.1.2.4 Conclusions .......................................................................... 22
4.2 Discussions ...................................................................................................... 22
4.2.1 Students’ attitudes and perceptions ..................................................... 22
4.2.1.1 Students’ attitudes and perceptions on watching films with
English subtitles ............................................................................... 23
4.2.1.2 Students’ attitudes and perceptions on the benefits of
watching films with English subtitles ............................................... 23
4.2.1.3 Students’ attitudes and perceptions on the drawbacks of
watching films with English subtitles ............................................... 24
4.2.2 Teachers’ attitudes ............................................................................. 25
4.3 Conclusions .................................................................................................... 26
CHAPTER 5: LIMITATIONS AND RECOMMENDATIONS ........................ 27
5.1 Limitations ...................................................................................................... 27
5.2 Recommendations............................................................................................ 27
REFERENCES .................................................................................................... 28
APPENDIX 1: QUESTIONNAIRE .................................................................... 31
APPENDIX 2: BẢNG CÂU HỎI ........................................................................ 36
APPENDIX 3: QUESTIONS FOR INTERVIEW ............................................. 41
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LIST OF TABLES AND FIGURE
List of tables
Table 3.1 Characteristics of the participants........................................................... 13
Table 3.2 Clusters of the questionnaire item .......................................................... 15
Table 3.3 The reliability of the questionnaires ....................................................... 16
Table 4.1 The Reliability Coefficient of the Questionnaire .................................... 18
Table 4.2 Descriptive Statistics about students’ attitudes and perceptions on good
study environment ................................................................................................. 19
Table 4.3 Descriptive Statistics about students’ attitudes and perceptions on
watching films with English subtitles..................................................................... 19
Table 4.4 Descriptive Statistics about students’ attitudes and perceptions on the
benefits of watching films with English subtitles ................................................... 20
Table 4.5 Descriptive Statistics about students’ attitudes and perceptions on the
drawbacks of watching films with English subtitles ............................................... 21
List of figures
Figure 1 The sensory system.................................................................................... 6
Figure 2 The percentage of participants ................................................................. 14
Figure 4.1 Percentage of four courses in agreement with item 3 “I think I can
learn new things from watching films with English subtitles”. ............................... 23
Figure 4.2 Percentage of four courses in agreement with item 9 “With the
subtitles, I can listen to the pronunciation and intonation of native speakers”. ....... 24
Figure 4.3 Percentage of four courses in agreement with item 24 “I can know
how the words are pronounced but still I don’t know the meaning”. ...................... 25
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ABSTRACT
Watching films is one of the most popular ways of entertainment. However,
films are not just relaxation; they are also a valuable language teaching tool. With
advances in technology, options of how one can watch movies are various. Besides, the
subtitles of the target language might offer a new path for learners in language learning.
Films with English subtitles become a useful activity in classroom which provides
students many new things. The study was conducted from September to November,
2013 in Can Tho University, to examine the three main aspects: (1) students’ attitudes
and teachers’ perceptions on the use of watching films with English subtitles in learning
English, (2) benefits and drawbacks of watching films with English subtitles, and (3)
problems teachers may encounter when they use this activity in classroom. The study
involved 145 students from 4 courses of English major (course 36, 37, 38 and 39) and
three teachers. The research follows a descriptive approach with two instruments: a
twenty-six-item questionnaire of the five-point scale to know students’ attitudes and
perceptions on the use of watching films with English subtitles, and an interview to
know teachers’ problems when using this activity. The data results from the
questionnaire were treated via SPSS17.0. The results showed that the students had a
positive attitude towards watching films with English subtitles as well as the good
perception towards the benefits of this activity. The study also revealed students’
problems in learning pronunciation and vocabulary through English subtitles in films
although the students did not have a clear perception towards the drawbacks of this
activity.
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CHAPTER 1
INTRODUCTION
In this chapter, I would like to state rationale of the problem, and research aims.
1.1 Rationale
Watching films is one of the most popular ways of entertainment. However, films are
not just for relaxation; they are also a valuable language-teaching tool. Movies allow
teachers to introduce variety and reality into the classroom. Furthermore, almost
everyone finds watching film pleasurable and enjoys talking about them. However, the
problem is on the teachers, who have to find the best way to make movies an educational
tool for instruction. With advances in technology, options of how one can watch movies
are various. Not only the sound and the images are adopted, but the subtitle of the target
language is also called for assisting comprehension. Subtitles might offer a new path for
learners in language learning. From a motivation aspect, it seems that using movies is a
perfect choice in a language-learning classroom.
Language learning is a complicated process. To be a successful English learner,
one must be proficient in many skills, e.g. listening, speaking, reading and writing… etc.
Having pressure while studying is a normal physical feeling anyone can face. Tsai and
Huang (2009) agreed that a learner lacking interest or having stress in learning can often
fail to make progress; films with different types can catch individuals’ interest and
arouse learners’ motivation.
Learning motivation has long been regarded as one of the essential factors in
foreign language learning. According to Krashen (1982), in any aspect of education, it is
always important to create a safe, welcoming environment in which students can learn.
In language education, this may be especially important because learners need to feel
that they are able to make mistakes and take risks in order to acquire language. This
relates directly to Krashen’s hypothesis of the Affective Filter.
As a fan of movies, I find myself interested in both the films and the benefits they
bring to my learning English. Inspired by Krashen’s hypothesis, and my expectation, I
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carry out my research on “An investigation into English-major students’ attitudes and
perceptions on the use of watching films with English subtitles in learning English.”
1.2 Research aims:
To know students’ attitudes and perceptions on the use of watching English films
with subtitle in learning English.
To know benefits and drawbacks of using films with subtitle in learning English.
To know teachers’ ideas on the use of films with subtitle.
1.3 Research significance
The study is carried out to investigate the students’ attitudes and perceptions on the use
of watching films with English subtitles – a useful activity which is not often used in
classroom. The study will help students have a closer look at its benefits and drawbacks
so that students can adjust this activity to be suitable for their level, and enhance their
English competence.
1.4 Thesis organization
The thesis is divided into five chapters:
Chapter 1: Introduction provides readers with background information such as the
rationale, three primary objectives of the study with three research questions.
Chapter 2: Literature Review states the Theoretical bases, including the
Comprehensible Input Hypothesis, the Affective Filter, the Dual Coding Theory (DCT),
also the positive effects of videos on English learning, definition of subtitle, and its
advantages and disadvantages are mentioned as well. Moreover, the research questions,
research hypothesis and expected outcomes are listed in this chapter.
Chapter 3: Methodology presents the research design, description of participants
and instruments, and research procedures.
Chapter 4: Results and discussion describe analysis of data collected from the
questionnaire, the interviews. The results will specify three aspects: (1) attitudes and
perceptions of English-major students on the use of watching films with English
subtitles in learning English, (2) participants’ ideas on benefits and drawbacks of
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watching films with English subtitles, (3) difficulties of teachers in the implementation
of using films with English subtitles in teaching English
Chapter 5: The study is concluded with some limitations and suggestions for
further research in the future.
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CHAPTER 2
LITERATURE REVIEW
In this chapter, I would like to state the Theoretical bases, including the Comprehensible Input
Hypothesis, the Affective Filter, the Dual Coding Theory (DCT), I also state the positive effects
of videos on English learning, definition of subtitle, and its advantages and disadvantages as
well. The research questions, research hypothesis and expected outcome are also included in
this chapter.
2.1 Theoretical bases
2.1.1. The Comprehensible Input Hypothesis
The comprehensible Input Hypothesis, proposed by Krashen, is a part of his theory of
second language acquisition. He noted the idea that language learners acquire language
when they understand messages or receive “comprehensible input”. The input can be in
the form of oral and written language. The input hypothesis answers the question of how
a language acquirer develops competency over time.
It states that a language acquirer who is at "level i" must receive comprehensible
input that is at "level i+1." In other words, the input materials must be slightly higher
than the learners’ current level. Krashen stressed that the structures “i + 1” (above the
existing level of competence) are understood by using context, knowledge of the world
together with the existing competence “i”. The comprehensible input is done with the
help of context and extra-linguistic information.
Adding subtitles to films would appear to increase the chances to help the
learners to comprehend the content of the films. Newman and Koskinen (1992)
suggested that subtitled television is a valid form of comprehensible input, thus making
subtitled films a source of comprehensible input, and leading to foreign language
acquisition. Moreover, subtitled films provide learners with the opportunity to
experience the target language in a rich, more natural context (William, 1960).
The use of visual images, as a video-based instruction, has been claimed by many
researchers to be effective in making listening input more comprehensible (Terrell,
1993; Mac William, 1986; Stempleski, 1990, 1991, 1992; Katchen, 1996; Raphan,
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1996). Authentic listening materials are also recommended as a means of providing
students with more realistic contexts and comprehensible input(as cited in Lin, 2002).
Hwang and Huang (2011) claimed that multimedia have beneficial effects on language
learning because of abundant and authentic comprehensible input.
2.1.2. The Affective Filter
Krashen’s Affective Filter hypothesis captured the relationship between affective
variables and the process of second language acquisition by assuming that learners
fluctuate with respect to the strength and level of the Affective Filter.
A student with high motivation, high self-esteem and low anxiety will have a low
affective filter, and will be able to take full advantage of the input. On the other hand, a
student with low motivation, low self-esteem and high anxiety will have a high affective
filter, and will not be able to effectively process the input, even if it is “comprehensible.”
To sum up, Krashen suggested that language learners might be distracted by
emotional factors in language learning process. Negative emotions are formed through
passive moods, including low motivation, low self-esteem, and anxiety. In order to
reduce learners’ pessimistic mood and improve their learning motivation, Krashen
implied that language teachers should create a comfortable, lower affective filter and
motivation stimulating study environment, in which learners can develop higher selfesteem and a greater sense of confidence and fulfillment.
King (2002) stated, “Films provide more pedagogical options and are a rich
resource of intrinsically motivating materials for learners”.
2.1.3
The Dual Coding Theory (DCT)
The Dual Coding Theory (hereafter DCT), was proposed by Paivio (1971), suggested
that individuals learn best when information is represented using both verbal and nonverbal methods. Paivio pointed out that information could be represented by pictures and
words at the same time. Verbal information includes spoken and written words, while
non-verbal information includes images, actions and sensations (Clark & Paivio, 1991).
The two information sources generate two coding systems: verbal codes and non-verbal
codes which are functionally independent and interconnected by referential links.
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Figure 1The sensory System
The subtitled films provide two channels of verbal information (the audio track and
the subtitles), in addition to one channel of non-verbal information (moving pictures).
These three independent channels are interconnected and presented simultaneously.
Therefore, they seem to be a very suitable form of media for activating the dual-coding
systems with viewers’ brains.
2.2 Positive effects of videos on English learning
Though video and other multimedia have been around since the late 1960’s, it is the
recent drop in costs that have made these kinds of materials a practical possibility in a
wide variety of classrooms. As such, more and more educators have come to consider
these tools as media of instructions. Canning – Wilson (2000) suggested that “images
contextualized in video or on its own can help to reinforce language learning, provided
the learner can see immediate meaning in terms of vocabulary recognition” and revealed
that the students enjoy learning language through the use of video. Snyder and Colon
(1988) and some authors have already demonstrated how video clips are more efficient
than still pictures when we teach unknown vocabulary items (Al-Seghayer, 2001).
Among other reasons, this is due to the fact that video is able to improve the building of
a mental image, to create a curiosity that leads to intense focus, and because it embodies
that highly beneficial combination of media already discussed. Quoting Carter and
McCarthy (1988), “the more opportunities that can be found for formal transfer between
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foreign and mother-tongue words, the better the chances for retention”. Videos provide
“slice of living language” in the sense that the amount of realism encoded in video is
greater than those to be found in either written or audio media. Zarei & Rashvand (2011)
believed that watching films is a useful way to learn a foreign language. However, it’s
difficult for learners to understand films if they rely only on listening comprehension.
Therefore, subtitles play an outstanding role in facilitating the learning process.
2.3 Subtitles
2.3.1 Defining subtitles
The first closed-captioned TV program was transmitted by the National Captioning
Institute of the USA in 1980. Captions were used in the news during the late hours for
hearing-impaired audiences. Soon its educational potentials drew attention of teachers of
English language.
Subtitling is a branch of translation called audio-visual translation in which
viewers can read statements of dialogues on the screen as well as watch the images and
listen to the dialogues (Reich, 2006). Captions and subtitles have exactly the same
definitions although some make a distinction and define that captions is for both deaf
and hearing-impaired viewers, while subtitles is special to hearers. (Neves, 2008).
According to Oxford Dictionary, subtitles means “captions displayed at the
bottom of a cinema or television screen that translate or transcribe the dialogue or
narrative”. (2010). The term “caption” usually comes when we mention “subtitle”, in
UK English, “subtitle” is used to mean both caption and subtitle. Similarly, Wikipedia
defines both caption and subtitle as “the textual versions of the dialogue in films and
television programs, usually displayed at the bottom of the screen”.
Katchen, Lin, Fox and Chun (2002) categorized six combinations of subtitles as
following sections:
Standard Subtitling (L2 audio with L1 subtitles)
Bimodal Subtitling (L2 audio with L2 subtitles)
Reversed Subtitling (L1 audio with L2 subtitles)
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Bilingual Subtitling (L2 audio with L2 and L1 subtitles simultaneously)
Bilingual Reversed Subtitling (L1 audio with L1and L2 subtitles
simultaneously)
No Subtitling (L2 audio with no subtitles at all)
This research aimed at focusing on Bimodal Subtitling, which means English
movies with English subtitles.
2.3.2 Advantages and disadvantages of subtitles
2.3.2.1 Advantages of subtitles
Subtitles were initially used in 1980s for hearing-impaired children. However, the
potential use for foreign language learning soon became quite apparent, and many
studies of Borras and Lafayette (1994), Dana (2004), Garza (1991) have confirmed that
combining subtitles with audio-visual materials is an effective instructional method to
enhance the listening and reading comprehension of a second language (as cited in
Latifi, 2011). The studies that support subtitles have usually demonstrated improvement
in two major aspects: a higher level of comprehension and better vocabulary recognition
ability.
In terms of comprehension, several studies have reported a significant
improvement of the listening and reading comprehension after being exposed to the
subtitled movies. A pilot study (Price, 1983) conducted with 500 ESL learners, revealed
that their listening comprehension in English was greatly improved. In addition,
“viewers, regardless of education level or language background, benefited significantly
from captioning, even with only one viewing”. (p.8). Garza (as cited in Hsu et al, 2013)
did an experiment to examine the effect of subtitles in ESL learners in Russia. Based on
the findings of his study, Garza argued that subtitles had a significant effect on reading
and listening comprehension. Similarly, Huang and Eskey (2000) investigated the effect
of subtitles on the listening comprehension of intermediate ESL learners. Their study
revealed that subtitles improved not only listening comprehension skills of college-level
ESL learners but also their general comprehension and vocabulary development. When
students watch videos in a foreign language, the contribution of comprehending and
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connecting the foreign language and its meaning is limited if they cannot understand
what they have heard. Therefore, Hsu and colleagues (2013) stressed the use of captions
and subtitles in enhancing the effectiveness of listening comprehension. Caimi (2006)
believed that subtitles improved second language learners’ listening comprehension
because of the reproduction of oral language in written form. Goldman (1993) concluded
that subtitled television motivated ESL students of intermediate and advanced levels in
terms of their reading comprehension. Moreover, he stressed that subtitled programs is a
powerful and dynamic supplemental teaching aid.
In another study, the contribution of computer-based subtitling to language
learning was investigated and conclusion was made that subtitling encouraged learners
to understand the content of the films (Zanon, 2006). To investigate the effectiveness of
subtitles on film comprehension, Grigon, Lavaur and Blanc (2005) compared three
versions of films (dubbed, subtitled and original version) and found that dubbed and
subtitled versions led to a better performance in comparison to the original version.
Moreover, the effect of three kinds of subtitles (bimodal, standard and reversed) on
target vocabulary recognition and recall was investigated by students in Iran(Zarei,
2009). Regarding to vocabulary recall, the Bimodal Subtitles was the most effective
while reversed subtitles was the least effective of the three.
In another study on the effect of subtitling, Steward and Pertusa (2004) explored
gains in vocabulary recognition made by intermediate students by viewing films in
Spanish with English subtitles and others group watching the same film with Spanish
subtitles. They reported that the former outperformed in enhancing vocabulary
recognition. Markham (1999) investigated the effect of subtitled videotapes on aural
word recognitions skills and found that the presence of subtitles significantly improved
the participants’ ability to identify the key words they subsequently heard aural words
again. Neuman and Koskinen (1992) also pointed out that subtitled programs created a
rich language environment which enabled students to learn incidental words through
contexts. The two researchers supported that subtitled programs provided powerful
comprehension input which had an effect on ESL learners’ acquisition of vocabulary
and reading development. In support of the positive perception toward subtitles, Ben and
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Wilsons (1989) reported that students show extremely positive attitudes toward
subtitling and showed notable improvement in vocabulary acquisition, reading
comprehension, listening comprehension and word recognition. Ellsworth (1992)
reported that closed-subtitled programs motivated learners to use their target language
with greater comfort and confidence. The researcher contended that subtitled videos may
help learners who are not confident in their second language to use it, interact with it,
and expand it.
2.3.2.2 Disadvantages of subtitles
When subtitles have been used as a support in foreign language education, they have
sometimes been considered distracting and tending to slow down the development of
listening skills, because learners rely on the text rather than the streams of speech. In
spite of the beneficial aspects described above, subtitles may not be suitable for all
materials and viewers at all levels of language proficiency. In particular, it may be
helpful for beginners only if the materials is carefully adapted to their levels and
contains certain amount of familiar phrases. In a study conducted by Guillory (1998), the
researcher found that if the materials were too advanced, many words used in the video
were not listed in the textbook glossary, captions and subtitles could not sufficiently
compensate for the fast rate of speech and difficult vocabulary level.
The major problems with all the studies supporting the positive effect of subtitles
lies in the fact that they all neglected the long-term effect of subtitles on improving the
actual listening comprehension skills of the listeners. The immediate effect of using
subtitles was investigated and no attention was paid to the actual performance of the
listeners without the support of subtitles and captions. Moreover, the critics have pointed
out some pitfalls of subtitles on several aspects. For example, there is a general
traditional belief that subtitles are disturbing and are a source of laziness. The major
challenge of using subtitles may be the fact that students become used to the written
support and no actual gain made in listening comprehension ability which is the primary
focus. In this regard, Robin (2007) argued the efficiency of subtitles in the long run and
doubted the superficial improvement in the listening ability. Some empirical studies
found that the use of subtitles even hindered the comprehension. Taylor (2005) in his
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research found no-subtitled group performed significantly better compared with the
captioned group. Caimi (2006) found that with the captioned texts, the students’
concentration was primarily on reading rather than listening. Some students found the
captions distracting and were confused by the coinciding language presentation.
These above ideas have mentioned about the effect of subtitled movies on English
learning. Although many studies have hypothesized the effects of subtitled films on
language learners, little research related to this interest has been found in CTU. Thus,
there is a need for exploration. I intend to carry on this research to find out whether
those believes are reliable or not.
2.4 Research questions:
To what extent do students like watching films with English subtitles in learning
English?
What are some benefits and drawbacks of watching films with English subtitles?
What are teacher’s ideas to the use of films with English subtitles in teaching
English?
2.5 Research hypothesis
I hypothesize that
Most students like watching films with English subtitles as a tool to learn English.
The students and teachers agree that using films with English subtitles in learning
English brings some advantages and disadvantages.
Teachers have encountered some problems when using films with English subtitles
to teach students.
Hopefully, the thesis would help the teachers of English as well as students realize
the effects, the benefits and drawbacks of watching film with subtitles.
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2.6 Expected outcome
It is hoped that the findings of the research will be helpful for both teachers and students.
The result will lead to some conclusions about the use of watching films with subtitles in
learning English that are helpful for students, and provide some suggestions for teachers
with some problems, which may be encountered when applying this method.
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CHAPTER 3
RESEARCH METHODOLOGY
In this chapter, I will present the research design, description of participants and instruments,
and research procedures.
3.1 Research design
This research follows the descriptive approach which surveys attitudes and perceptions
of English-major students on the use of films with English subtitles in learning English.
Moreover, some teachers’ problems when applying film subtitles and their suggested
solutions are also mentioned.
3.2 Participants
145 students, including 113 females and 32 males in CTU were randomly invited to
participate in this study. The participants consisted of students majoring in English in all
four courses. The general characteristics of the participants are demonstrated in table 3.1
and the percentage of participants is described in figure 2.
Table 3.1 Characteristics of the participants (N = 145)
Total
Female (%)
Male (%)
Course 36
31
93,5
6,5
Course 37
37
64,8
35,2
Course 38
40
82,5
17,5
Course 39
37
72,9
27,1
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