![]() International Journal of Applied Linguistics and English Literature This work is licensed under a Creative Commons Attribution 4.0 International License.Ģ012-2021 (CC-BY) Australian International Academic Centre PTY.LTD. The effects of affective factors on oral English fluency of college English students. ![]() The effects of pre-task planning and on-line planning on fluency, complexity and accuracy in second language monological oral production. Journal of Foreign Language Education and Research 12, 59–77. Foreign-language acquisition by watching subtitled television programs. Neves (Eds.), New Insights into Audiovisual Translation and Media Accessibility (pp. Subtitling as a task and subtitles as support: Pedagogical applications. A cognitive approach to language learning. Science Series Data Report, 4(5), 86-101. Simultaneous effects of pre-task and on-line planning on complexity, accuracy, and fluency in L2 oral production of Iranian EFL learners. International Journal of Research Studies in Language Learning,4(5), 10. Effects of pedagogical movie English subtitles on EL learners' vocabulary improvement. Rostam Shirazi, R., Hesabi, A., & Simin, Sh. International Journal of English Language, Literature and Humanities, 1(5), 201-215. The effect of movie subtitles on EFL learners’ oral performance. Movies in EFL classroom: With or without Subtitles. University of Kentucky, College of Agriculture, Retrieved from Rokni, A. Incidental learning of vocabulary through subtitled authentic videos. Asian Journal of Social Sciences & Humanities, 1(3), 150-159. The effect of using role-play on Iranian EFL learners' speaking ability. The effect of using movie scripts as an alternative to subtitles: How to improve listening comprehension. Latifi, M., Yuhanaee, M., & Mohammadi, E. The effectiveness of task-based instruction in the improvement of learners' speaking skills. The International Journal of Language Learning and Applied Linguistics World, 2(3), 5-16. Perceived problems in using communicative language teaching (CLT) by EFL Iranian teachers. Kalanzadeh, G.A., Mirchenari, N.A., & Bakhtiarvand, M. International Journal of Education & Literacy Studies, 2(2), 80-84. The impacts of captioned movies on listening comprehension. The Turkish Online Journal of Educational Technology, 13(4), 81-87. Incidental foreign language acquisition by children watching subtitled television programs. Small talk: Developing fluency, accuracy and complexity in speaking. Procedia - Social and Behavioral Sciences, 64, 105– 112. The effects of using English captions on Iranian EFL students' listening comprehension. Studies in Second Language Acquisition, 18, 299-323. The influence of planning and task type on second language performance. International Journal of English Linguistics,2(1),239-248.įoster, P. Effects of bimodal subtitling of English movies on content comprehension and recognition. Improving students’ speaking through communicative language teaching method.International Journal of Humanities and Social Science, 2(20), 127-134.Įtemadi, A. The influence of subtitles on the vocabulary acquisition of Flemish students prior to the instruction of English. ![]() University of Lethbridge, Lethbridge, Canada.īeauprez, Ch. Fluency development in second language teaching. The analysis of the obtained data via SPSS indicated that (a) the successful performance of the participants in the experimental groups was shown to be attributable to using subtitles as a method for improving oral fluency and accuracy, (b) there were no significant differences between the two experimental groups, and (c) oral fluency and accuracy of the control group did not ameliorate significantly in the course of this experiment.Īscione, M. Fluency scores were derived out of the formula suggested by Yuan and Ellis (2003), while accuracy was quantified through Foster and Skehan’s (1996) procedure. The format of pretest and posttest was semi-structured interview in which students answered several questions. The control group was exposed to movies without any subtitles, while one of the experimental groups watched movies with English subtitles and the other watched movies with Persian subtitles. From among 100 intermediate Iranian EFL learners in Donyaye Sokhan Language Institute in Isfahan, Iran, 60 were selected in the wake of administering the PET (Preliminary English Test) as the participants of the study, and were randomly divided into two experimental groups and one control group. The present study attempted to explore the effects of employing English and Persian subtitles on the Iranian EFL learners' oral fluency and accuracy. ![]()
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