Improving Language Learning Through Subtitles: Investigating the Role of Bimodal Input Through the Lens of Cognitive Theories

This study explores the impact of English subtitles on Thai language vocabulary acquisition among high school students in Orlando, Florida. Utilizing Multimedia Learning Theory (MLT) and Dual Coding Theory (DCT), the study aims to observe the influence of bimodal input (combining visual drama scene and subtitles with auditory dialogue) on language learning. The research followed a quasi-experimental quantitative design and employed 60 participants who watched the same Thai drama scene in two conditions (subtitled and non-subtitled). To measure vocabulary acquisition, pre- and post- tests were administered before and after for each condition. Statistical analysis was conducted by running repeated measures ANOVA tests and paired samples t-tests. Results indicated higher post-test scores in the subtitled condition compared to non-subtitled condition, supporting both cognitive theories and the hypothesis that subtitles facilitate language acquisition. Findings suggest that bimodal input, specifically subtitled media, can act as an effective supplementary tool for learning, foreign language learning in this case, and support the use of DCT and MLT in other learning contexts. Limitations, including carryover effects and prior knowledge bias, and implications are both addressed to assess potential for future research.