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UNIVERSITY OF THE EAST GRADUATE SCHOOL Page i

COGNITIVE EFFECTIVENESS OF SUBTITLES IN

AUDIOVISUAL AIDS: TOWARDS ENHANCED

READING AND LISTENING

COMPREHENSION OF

LANGUAGE

LEARNERS

A Thesis

Presented to the Faculty of the Graduate School

University of the East, Manila

In Partial Fulfillment of the Requirements

For the Degree

Master of Arts in Education – Major in English as a Second Language

By

ALLEN JAMES BERMEJO

SEPTEMBER, 2017 CHAPTER 1

UNIVERSITY OF THE EAST GRADUATE SCHOOL Page 1

Cognitive Effectiveness of Subtitles in Audiovisual Aids: Towards Enhanced Reading and Listening Comprehension of Language Learners

THE PROBLEM AND ITS BACKGROUND

This chapter contains the background of the study where the research problems,

its main goal, hypothesis, significance of the study, scope and delimitations, and

operational definition of terms are found.

Introduction

Presenting an audiovisual material as an alternative strategy in English

language teaching at the digital age is now indispensable especially in cases that call

for it such as movie critique, speech analysis, watching interviews, poem recitals,

scholarly lectures, recorded symposia and the like.

Research shows that students consistently have an increased engagement

and enjoyment of these media particularly when they are subtitled compared to other

options e.g., print, uncaptioned media. Even in studies that have not found a significant

improvement in academic objectives when using subtitled media have still determined

that students report preferring subtitles (Evmenova, 2008; Holmes, Russell, & Movitz,

2007).

On the other hand, when a word spoken by a native speaker of English is

not comprehensible enough for students to understand especially for non-natives, they

sometimes connect the moving pictures together to create their own interpretation

(Greenberg & Zenetis 2012). One engaging way to help language learners understand

the audiovisual material easily is through the use of videos with English subtitles.



Subtitles provide struggling students with additional print exposure while watching

audiovisual aids. They will not only learn from the content of it, but also improve their

foundational reading and listening skills. Teachers can also encourage their students to

watch other sorts of videos such as television programs or movies of local or foreign

origin, in order for them to enhance their comprehension through reading and listening.

Given the wide accessibility of subtitled media on television, films and other sources

online, teachers can exploit these and consider them as valuable addition in teaching

the English language as an innovative pedagogy. These can help boost foundational

reading skills such as word recognition, as well as aural or listening skills and fluency.

Familiarizing with the English language in multiple ways can help

address the diverse needs and contemporary issues of learners especially now that they

belong to the digital age. The twenty-first-century learners can become easily bored of

the traditional classroom set-up where the teacher speaks while the students passively

listen. They are more likely to be fascinated with teacher-provided educational videos

or the so called E-TV learning as an approach in learning a lesson. In addition,

presenting audiovisual material with English subtitle can let the students see the words

as they hear them.



Contextual Background

Despite the centuries of extensive studies that associate the use of

audiovisual aids in the classroom due to its effectiveness, the majority of local

educational institutions remain unaware of the potential of integrating educational

videos with subtitles in improving the listening and reading comprehension of

students. There are also some studies that prove a longer retention of the video content

and ultimately get better grades. Some web references also assert a premise that using

audiovisual aids with English subtitles get “reluctant readers” to read more (Sundius,

2008).

In the Philippines, the quality of English instruction is very low due to

the resources and error-riddled textbooks according to Andrew King, International

Development Program Education Country Director. In 2008, the results of the test of

English Proficiency for teachers in the low-performing schools showed that majority

of the elementary and secondary teachers are average, with 51% in elementary and

67% in the secondary level. Then Presidential Deputy Spokesperson, Lorelei Fajardo

admitted that the government is aware of the problem and they even earmarked 1

billion pesos to train 400,000 teachers in 2009.

While it is true that the country’s English proficiency is declining, it

seems the training of the teachers in 2009 has brought positive effect in 2013. The

Philippines was tagged as the 6th country in the world that has the most English

speakers (Spicer, 2016) and named the number 1 in Business English as recognized by



Pearson’s GlobalEnglish in 2013. This advantage, though, is fast being eroded by

growing competition from other nations (Marcelo, 2010).

On the other note, Andrew King, during the Center for International

Education (CIE) conference, warned that the continuous decline in Filipinos’ English

proficiency could affect the growth of the call center industry which provides

thousands of jobs at home and abroad. It is coupled with declining mastery of the

English language by our college graduates. Today, there are anecdotal reports of call

centers accepting a very small portion of those who apply because only three of a

hundred applicants are proficient in English (Macasinag, 2011). Local university

professors lament the inability of college students to comprehend and express

themselves in English. This actuality may negatively impact the Filipinos’ global

competitiveness when it comes to foreign trade, communication, and others. If this

problem further resonates, not only will the Filipinos have a hard time adapting into

environments where English is frequently involved, but will also lose the recognition

in the world as the best speakers of English in Southeast Asia.

THEORETICAL FRAMEWORK

Richard E. Mayer, professor of psychology at the University of

California, Santa Barbara, conducted a research which focused on multimedia

learning. In his work, he applies basic findings from cognitive psychology to practical

questions in learning, teaching, and communication, most notably: How can

individuals effectively design visual content. Meyer (2001) revealed in his study five



design principles of multimedia with the implication that is contributed by the

Cognitive Theory on Multimedia Learning to help students understand a lesson:

Multiple Representation Principle

It is better to present an explanation in words and pictures than solely in words. The

first principle is simply that it is better to present an explanation using two modes of

representation rather than one.

Contiguity Principle

When giving a multimedia explanation, present corresponding words and pictures

contiguously rather than separately.

Split Attention Principle

When giving a multimedia explanation, present words as auditory narration rather than

as visual on-screen text.

Individual Difference Principle

The foregoing principles are more important for low knowledge than high-knowledge

learners, and for high-spatial rather than low spatial learners.

Coherence Principle

The fifth principle is that students learn better from a coherent summary which

highlights the relevant words and pictures than from a longer version of the summary.



Source: http://teorije-ucenja.zesoi.fer.hr/doku.php?id=learning_theories:cognitive_theory_of_multimedia_learning

Conceptual Framework

This study examines the cognitive effectiveness of English subtitles in

audiovisual aids to enhance reading and listening comprehension of language learners.

The conceptual framework of this study is based on the theoretical foundations of

Cognitive Theory of Multimedia Learning where visual and auditory channels are said

to optimize learning and instruction. This occurs because the brain accommodates

more information by taking advantage of its multi-modal processing capability with

technology-based tools.



INDEPENDENT VARIABLES

The researcher performs the following

tasks:

1. conducts the experiment where

both groups watch an

educational video clip without

subtitles and with subtitles,

respectively.

2. administers a test to determine

their comprehension

3. compares the result of the each

group using t-test

4. organizes a Focus Group

Discussion of both groups to

gain in-depth perception with

regard to the use and nonuse of

subtitles.

DEPENDENT VARIABLES

Results-Outputs

1. The researcher compares

the performance of the two

groups after the experiment

2. The researcher scrutinizes

the perceptions of the two

groups in FGD in

juxtaposition with their

scores from the

comprehension tests.

3. Subtitling has a significant

impact in the cognitive

enhancement of reading and

listening comprehension of

language learners

Figure 1: Conceptual Framework

Research Paradigm

INPUT PROCESS OUTPUT

Utilization of

Subtitling in

Audiovisual Aid in

Classroom Instruction

Experimentation on the

Use and Nonuse of

Subtitling

Focus Group Discussion

Subtitling as a

Pedagogical Tool

for Enhanced

Reading and

Listening

Comprehension of

Language Learners

Figure 2: Cognitive Effectiveness Subtitling in Audiovisual Aids: Towards

Enhanced Reading and Listening Comprehension of Language

Learners



Statement of the Problem

The main aim of this study is to investigate the cognitive effects of

subtitling in audiovisuals to the reading and listening comprehension level of language

learners. Specifically, it seeks to answer to the following questions:

1. What is the comprehension level of language learners after the

experiment in terms of:

1.1 Reading

1.2 Listening

2. What is the difference in reading and listening comprehension

skills between the control group and the experimental group?

3. What are the identified effects of subtitles in audiovisual aids to

language learners in terms of:

2.1 Reading

2.2 Listening

Affirmative Hypothesis

There is a significant relationship between the English Subtitles in

Audiovisual Aids with the increase of comprehension level of viewers compared to an

audiovisual aid without English Subtitles.

Significance of the Study

This research will help students who are suffering from their English

comprehension skills, or are poor in expressing themselves through the English



language. Since English has already been part of the curricula of elementary,

secondary, and tertiary levels, it is expected that Filipinos are superior on the use of the

language. However, this case is not affirmed by the fact that although Filipinos are

aware of the usage of English language in their schools, there is still a lack of

proficiency in the language.

This research will also enlighten teachers on the importance of an

audiovisual material with English subtitles. Future researchers could also use this

study as a reference on their research related to the effectiveness of subtitles.

There have been so many successful studies about the innumerable

advantages of using subtitled audiovisual aids in classroom. Zane Education noted that

even the American government has recognized the need for subtitles. Consequently,

laws have been passed which mandated its availability. In the future, this research

could be a reference by Philippine lawmakers who may want to enforce the

Department of Education, Ched and TESDA to put English subtitles in teachers’

audiovisual or videographic instructional materials.

Scope and Delimitations

In the proposed study, the “audiovisual aids” refers to the video graphic

educational/instructional materials used by teachers as aid in teaching the lesson.

These can be film strips, speeches, poem recitals, scholars’ lectures, recorded

symposia, etc.



The term “subtitle” refers to the texts located at the bottom center of the screen

simultaneously shown as uttered words are heard. This does not include closed-

captions and subtexts. Definitions and examples of the latter are found in the

Operational Definition of Terms.

The independent variable in this study is the use and nonuse of subtitle in

audiovisual aids, whereas, the comprehension through reading and listening is the

dependent variable. The dependent variable pertains to the comprehension of the

participants after watching the material. It will be measured basing from the scores the

participants attained after the experiment. The researcher will randomly group the

participants into two. Each group will consist of 8 members and will undergo the

experiment simultaneously.

OPERATIONAL DEFINITION OF TERMS

Term Definition Example(s)

Subtitle - generally display only what is

spoken by a character

Lester: Hello!

Closed Captions - also includes dialogue but more

importantly it includes every

sound

JC: Hi! [gasps]

[engine starts]

[footsteps]

Subtexts - an implicit meaning, or [angry], [teary]



underlying personality of a

character,

- or to establish a setting

[1993]

[Police Station]

Literacy Rate - refers to the percentage of people

who are able to read and write vs

those who are not.

97% (Philippines,

2010)

Oral Reading Rates/

Oral Reading

Fluency

- is the ability to read connected text

quickly, accurately, and with

expression

Incidental Learning - form of indirect / additional /

unplanned learning within an

informal or formal learning

situation

Self-Assessment - assessment or evaluation of

oneself or one's actions and

attitudes, in particular, of one's

performance at a job or learning

task considered in relation to an



objective standard.



CHAPTER II

REVIEW OF RELATED LITERATURE

The two macro skills, reading and watching, require two different brain

processes. When we read, the process obliges us to be actively involved. It means that

careful reading is not an automatic process, but rather occurs when we actively process

what we are reading. The brain gets a much better workout when reading as compared

when we are watching. Thus, the process entails a longer attention span and deeper

cognitive efforts. Watching a video, though, is passive. It’s much less demanding and

more of an automatic process, asking a lot less energy and effort on behalf of the

person watching (Margalit, 2015).

Both macro skills have advantages for the learners, hence, watching

audiovisuals with subtitles appears to have a positive impact on comprehension skills,

and combining viewing with subtitles appears to boost vocabulary acquisition,

addressing skill deficits of struggling readers (Linebarger, 2001).

It has been proven by the study of Paula Winke, Susan Gass, and Tetyana

Sydorenko of Michigan State University that the effects of subtitling during video-

based listening activities has benefits. Learners of Arabic, Chinese, Spanish, and

Russian watched three short videos with and without subtitles in randomized order.

After watching the videos, the participants took comprehension and vocabulary tests

based on the video. After the experiment, twenty-six learners participated in an

interview session. They were asked about their general reactions to the subtitled and



non-subtitled videos. Results from t-tests and two-way ANOVAs indicated that the

video with subtitle was more effective than the one without such. The interview data

revealed that learners used subtitles to increase their attention, improve processing,

reinforce previous knowledge, and analyze language.

Additionally, Ingrid Elisabeth Nufsfjord Kvitnes, in her research entitled,

“Subtitles in the Second Language Classroom: An Experimental Study with

Norwegian Learners of English” explored the use of subtitles in second language

acquisition for Norwegian learners of English. The experiment had two experimental

groups and a control group who watched the same video clip with or without subtitles.

She found out that subtitles aided comprehension of plot in the initial round of testing

in addition to the participants’ vocabulary size, and this was established through the

use of a simple comprehension questionnaire.

With the advent of technology, options of how one can watch movies

become numerous. Besides that the sound and images could be adopted, the subtitles

of either first language (L1) or second language (L2) are called for assisting

comprehension and language acquisition. Previous studies have mostly carried out

quantitative research and have been centered more on exploring whether the use of L1

or L2 subtitles fosters the learners’ general comprehension of the movies than their

learning process and actual gains of language. However, Chia-jung Tsai, a researcher

of National Changhua University of Education conducted a qualitative research to

investigate the reactions and learning process of twenty lower-intermediate EFL

learners while they were exposed to the L1 (Chinese) subtitled or L2 (English)



subtitled movie. This study also intended to examine the learners’ gains of language in

terms of vocabulary learning, listening comprehension of the language presented in the

movie, pronunciation and oral abilities. The learners’ responses to the open-ended

questions and their reports during the member check process reveal that, from the

learners’ perspectives, L2 subtitled movies are more beneficial. This study suggests

that learners may improve their spelling, word recognition ability, pronunciation of

new words and words they have already acquired, their understanding of spoken

language, and intonation when they watch movies with the L2 subtitles.

Danan, M. (2004) in his journal, entitled “Captioning and Subtitling:

Undervalued Language Learning Strategies”, postulated that audiovisual material

enhanced with captions or interlingual subtitles is a particularly powerful pedagogical

tool which can help improve the listening comprehension skills of second-language

learners. Captioning facilitates language learning by helping students visualize what

they hear, especially if the input is not too far beyond their linguistic ability. Subtitling

can also increase language comprehension and leads to additional cognitive benefits,

such as greater depth of processing.

Although most students perform well with subtitled media, the speed of

subtitles could possibly pose a difficulty for young and emergent readers. Particularly

for basal readers, teachers may want to consider using subtitled audiovisual aids where

vocabulary is less likely to be difficult, such as animated clips, family-oriented

programs, or movies with young children in the cast.



For students who are learning English (or another language), subtitled

media also can have advantages. This strategy has been revealed to be more effective

at improving overall aural comprehension than non-subtitled ones. Students who watch

subtitled audiovisual materials to learn a target language such as English have shown

progress in reading and listening comprehension, vocabulary acquisition, decoding

skills, enthusiasm, and word recognition (Evmenova, 2008). The utilization of

audiovisual aids to teach a target language such as the English language can also

stimulate students’ interest and take away some of the anxiety of not understanding the

language (King, 2002; Shea, 2000).

When watching subtitled audiovisuals, learners will typically attempt to

interpret the text, even if they are struggling or emergent readers (Kothari, Pandey, &

Chudgar, 2004). Consequently, the result of the addition of subtitled audiovisuals to

classroom instruction is the shift of watching typical classroom videos from a

"dominantly picture-viewing activity to a dominantly reading activity" (Kothari,

2004). It gives the lower level readers the chance to be provided with additional

reading practice since they tend to avoid reading activities. It is because their exposure

to print is marginal and improvement of comprehension skills continues to lag behind

their peers.

In addition, significant amount of successful research carried out over the

last 30 years by people like Dr. Brij Kothari, Greg McCall, Susan Homan, the late Dr.

Alice Killackey and many others, has established the powerful link between the use of



subtitles on video, and the potential to dramatically enhance children’s comprehension

through reading.

Taking the full advantage of print exposure through the use of subtitles,

both at home and at school, can increase opportunity of reading practice and

comprehension skill improvement (Kothari, 2004). Putting subtitles in television is

now spearheaded by India since they have proven that it really enhances the literacy

rate among television viewers. Dr. Brij Kothari, an Associate Professor at the Indian

Institute of Management, Ahmedabad (IIMA) and presently a Reuters Foundation

Digital Vision Fellow and a Microsoft Developing Country Fellow at Stanford

University, pointed out in his research article: Reading Out of the “Idiot Box”: Same-

Language Subtitling on Television in India, that they deliberated the results of the pilot

study to test the helpfulness of Same-Language-Subtitling (SLS) on the reading skills

of out-of-school residents. Having limited exposure to SLS within a telecast period of

6 months, SLS was discovered to still make an incremental but measurable

contribution to decoding skills, across the group that generally saw the subtitled TV

program, as compared to those who did not.

According to Gunderson, Odo and D'Silva (2011) same language

subtitling (SLS) has been a success in rural India. It has been helpful in increasing

literacy and has promoted reading. Bird and Williams’ (2002) experiment unveiled that

written texts could aid the learning of spoken words as well as long term effect for

explicit and implicit memory. This experiment had participants with both western and

eastern background, and shows that this method could be useful for people of several



nationalities. Bird and Williams’ (2002) suggest using the same-language subtitles that

most DVDs now provide, even if they are originally intended for the hearing impaired,

for second language learning.

In the Philippine setting, a lawmaker called on Filipino film and

television producers to add English subtitles into their TV programs to help improve

the average Filipino’s comprehension through reading and listening. Published by

Philippine Star in 2013, House Assistant Majority Leader and Cebu Rep. Gerald

Anthony Gullas Jr. suggested the subtitling of English translation and transcript of the

audio portion of Filipino movies or taped programs that are broadcast nationwide.

Before the programs are aired, Gullas proposed subtitles in English should already

been prepared. “If we can re-record or dub foreign-language telenovelas in Filipino,

then surely we can also put English subtitles in locally produced shows,” Gullas said.

“Subtitling will contribute to our learning and use of English, considering the mass

appeal of Filipino movies and TV programs,” he said. The lawmaker is the author of a

bill seeking to highlight the use of English in all school levels, in an attempt to produce

the nation’s future labor force members highly competitive.

In this case, Filipinos with skills to sell may now seek gainful

employment in any corner of the world because of globalization. It has underscored the

necessity for Filipinos to master English, which is not only the world’s operational

language, but also the language of technology. “There’s no question that young

Filipinos with superior English skills are bound to enjoy greater employment



opportunities in the technology-driven global labor markets of the future”, Gulas

added.

Alaga’s 2016 research, Media Exposure for an Enhanced Communicative

ESL Instruction, assented on the viewing skill where learners can absorb information

more quickly by watching audiovisual aids. They can as well improve their receptive

skills by reading English subtitles. Thus, the learners will have the opportunity to

communicate using the target language- English as they are exposed to real spoken and

written language. This improves their communicative skills as they are motivated in

talking about a common experience with their classmates. It is imperative to develop

and use the acquisition of these skills in order to improve language skills and

communicative competence of the learners (Lightbown, 2010).

On the other note, the Government of the Unites States of America has

already enacted laws concerning the integration of subtitles in media. These are the

laws requiring the integration of subtitles on video. What is good in subtitles is that it

provides equal access for all viewers. Their government has recognized the need for

subtitles and important laws have been passed which mandate its availability.

These legal requirements include:

The Americans with Disabilities Act (ADA) of 1990 Entertainment, educational,

informational, and training materials can be subtitled for deaf and hard of hearing

audiences at the time they are produced (such as for pre-recorded materials) or when

distributed (such as for live presentations).



The Individuals with Disabilities Education Act (IDEA), enacted in 1975, continues

to ensure that all children with disabilities have the right to receive a free, appropriate

public education. Every child served by IDEA is required to have an Individualized

Education Plan (IEP) that provides a blueprint for special education and related

services, such as subtitles.

The Television Decoder Circuitry Act of 1990 requires that all televisions larger than

13 inches sold in the United States after July 1993 have a special built-in decoder that

enables viewers to watch subtitled and closed-captioned programming.

The Telecommunications Act of 1996 directs the Federal Communications

Commission (FCC) to adopt rules requiring subtitles and closed captioning of most

television programming. Under the rules, 100 percent of all new, non-exempt English-

language television programs must be subtitled and closed-captioned. Also, 75 percent

of non-exempt English-language programs shown for the first time before January 1,

1998 must be subtitled.

The 21st Century Communications and Video Accessibility Act of 2010 ensures

the continued accessibility of video programming to Americans with disabilities as it

migrates to the Internet. Specifically, any television program show with subtitles on

television must retain those subtitles if it’s also shown on the Internet.

In July of 2016, a law requiring Filipino televisions to provide subtitles in

all their broadcasts for the benefit of hearing-impaired viewers of news and

entertainment shows has lapsed into law as Malacañang took no action on the

legislation 30 days after it was forwarded for enactment on June 20 (Poe, 2016).



Republic Act No. 10905 or The Closed Caption Law, obliges television stations to use

the subtitling system that transcribes spoken lines and describes nonverbal elements in

television programs. The principal author, Sen. Grace Poe, said in an interview that

one of the objectives of this legislation is to provide the hearing-impaired an access to

news, entertainment and information in promoting their welfare.



CHAPTER III

METHODOLOGY

RESEARCH DESIGN

The research design will be a combination of Qualitative and

Experimental research method.

I. Experimental Research Method

The researcher believes that the Experimental research method will

provide tangible and concrete evidence that English subtitle really can influence and

positively affect the comprehension of the viewers through reading and listening. This

will also be further justified during the Focus Group Discussion.

II. Qualitative Research Method

The researcher also believes that he can acquire in-depth answers from

the Focus Group Discussion which cannot be achieved when quantitative approach is

employed. Moreover, it is necessary for the study to have scrutinized responses from

the selected participants so as to have thorough assessment on the integration of

English subtitles to enhance comprehension through reading and listening.



Population and Sample

The researcher will utilize the Philippine Informal Reading Inventory to

select the participants of the study. Eighty participants will be chosen in instructional

level. They will then undergo experiment and focus group discussion, provided,

however, that each participant meets the given criteria.

To qualify as a participant, he or she should be a Grade 6 in any

elementary school. He or she should also have experienced watching an educational

video/audiovisual aid presented by his/her teacher as a part of their lesson.

Research Procedure

The experiment will be participated by two groups where the members

are selected randomly. One group will be chosen as the control group wherein they

will watch a 13 minute educational video without English subtitles. The other group,

tagged as the experimental group, will watch the same material, this time with English

subtitles.

After which, both groups will answer the same questions that are based

from the material that they watched. This will test their reading and listening

comprehension, and memory retention. They will repeat the process once a day in 5

days.

The experiment will be conducted in the morning and the FGD - in the

afternoon. The experiment will be held in 2 audio-visual rooms where both groups are



separated. Then, both groups will be participating in the FGD that will happen in a

closed-door discussion room.

The data that will be gathered will be the answers from the objective type

of questions after the experimentation of the two groups and the other one is the

transcript of answers from the Focus Group Discussion. Simply put, there will be two

questionnaires that the researcher will construct to be validated by a team of experts:

one for the Experimental, and one for the Qualitative.

Research Instruments and Validation

The material is entitled: Learn English: How to understand Native

Speakers. The video can be retrieved at

(https://www.youtube.com/watch?v=nigdf69TSNE).

Pic 1: Audiovisual Aid with English Subtitles presented to the Experimental Group

https://www.youtube.com/watch?v=nigdf69TSNE



Pic 2: Audiovisual Aid without English Subtitles presented to the Controlled Group

Below is the set of questions that will be answered by each participant of both groups

after watching the audiovisual material.

I. True or False

1. _________________ The letters S, H and G, are the letters that are often dropped

when spoken.

2. _________________ H’s are dropped because it is a very soft sound; it gets lost

in the flow of speech

3. _________________ Unlike the French speakers, they emphasize the H.

4. _________________ Native American speakers do not drop the initial vowel.

5. _________________ Native American speakers drop the vowels in between

because it’s just “too busy” and they are not really

needed.



6. _________________ Enunciate means stress every word.

7. _________________ The name of the speaker is Adam.

8. _________________ Some ways you can be exposed to Native American

speakers are watching movies and TV shows, and

listening to English songs.

9. _________________ He encourages us to speak the way he speaks.

10. _________________ The morale, according to him is practice.

II. How do native speakers say these words?

1. It’s okay -

2. Old friend -

3. Goodbye -

4. Should not have done -

5. Probably -

6. Happening -

7. What’s up? -

8. What? -

9. Doesn’t -

10. What’s his name? -

Focus Group Discussion

The moderator for the FGD will be the researcher himself. He will need

one assistant that will serve as the note-taker during the discussion. The participants

will be informed that they are being recorded on camera so that the researcher can



review the FGD while doing the interpretation of the data. The FGD will focus more

on the effectiveness of integrating English subtitles in audiovisual aids to enhance

students’ comprehension through reading and listening. The questions for the Focus

Group Discussion consisted of are as follows:

What is your perception on the English Language?

How do you perform in your English subjects when you are in

the classroom?

Explain how the English language is taught in a your school.

What are your recommendations for the students to learn

English better?

Have you ever watched an educational video or movie with

English subtitle before? If so, please tell us more about it.

Are you in favor of integrating English subtitles to audiovisual

aids? If you were to rate 1-10, where 10 is the highest, what is

your rating? Why?

How do you think will it help enhance our students’ English

proficiency? Explain with specific examples, avoid

generalization.



This question is for the controlled group who watched the

audiovisual material with English subtitles, how does

watching it affect your comprehension in reading? How about

listening?

If the lawmakers would pass a law that enforces teachers to

choose audiovisual aids with subtitles, what do you think are

the negative effects for the students, teachers, or anyone who

could be involved?

If English subtitles are already integrated in every audiovisual

educational material, which do you focus on? The moving

images, the dialogue or sounds or the subtitles? Why?

How do you think will the integration of English subtitles

affect the viewing pleasure of the audience?

Are you going to advocate for this? If so, how?

Statistical Treatment

The data from the experiment will be treated statistically by the t-test to

compare the means of the two groups. Significance level adopted will be p = 0.05 with

95% confidence intervals.



Bibliography

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(RJELAL). Vol. 4 Issue 1 (Jan-Mar 2016). ISSN 2395-2636

Agnew, P.W., Kellerman, A.S. & Meyer, J. (1996). Multimedia in the Classroom.

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