Watching cartoons with English subtitles produces no statistically significant vocabulary-gain advantage over watching without subtitles among upper-intermediate ELT students¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Independent-samples t-test showed no statistically significant difference between the subtitle group's and the no-subtitle group's vocabulary gains (p=.094), despite a descriptively higher mean gain in the subtitle group. → Ali Karakaş and Arif Sariçoban 2011
Evidence¶
Ali Karakaş and Arif Sariçoban 2011¶
Ali Karakaş and Arif Sariçoban. (2011). The Impact of Watching Subtitled Animated Cartoons on Incidental Vocabulary Learning of ELT Students. Teaching English with Technology, 12(4), 3-15. https://eric.ed.gov/?id=EJ1144953
q3 · i? · causal · r2
Pre-test/post-test experiment with 42 first-grade ELT students at Mehmet Akif Ersoy University, randomly assigned to subtitle (n=21) and no-subtitle (n=21) groups; independent-samples t-test on VKS gains, "no statistically significant difference between the two groups’ gains (p=.094)". Equivalence was not tested.
"Though Group A slightly outperformed Group B on average scores, the t-test results demonstrated that there was no statistically significant difference between the two groups’ gains (p=.094)."
Discussion¶
Related Claims¶
- Both subtitle and no-subtitle groups improved significantly on the VKS from pre-test to post-test after watching cartoons — related
- Vocabulary improvement occurred incidentally regardless of subtitles, attributed to target words being contextualized in the cartoons — related
- Repeated encounters with novel words in the cartoons familiarized learners with words they had reported never seeing at pre-test — related
- Adolescent EFL learners perceive cartoon-based pictorial elucidation as helpful for accurate vocabulary use and engagement — related
- Higher L2 reading proficiency, motivation, and involvement load are associated with larger incidental vocabulary gains — related
- Vocabulary pre-teaching and pre-questioning produce no statistically significant difference in Saudi EFL college students' reading comprehension scores — related
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