The Impact of Subtitling Modalities in Streaming Drama Series on EFL Vocabulary Acquisition

Wenhua Hsu — Thu, 01 Jan 2026 00:00:00 +0700

This study investigated the effects of various subtitling modalities on vocabulary acquisition among English as a Foreign Language (EFL) learners in the context of binge-watching drama series. Four subtitling conditions were examined: (1) bimodal subtitling (L2 video with L2 captions), (2) standard subtitling (L2 video with L1 subtitles), (3) reversed subtitling (L1 video with L2 subtitles), and (4) L3 video with L2 subtitles. Eight groups of Taiwanese university students across two proficiency levels watched four drama series over four months, rotating through each modality. Participants were instructed to avoid dictionary use, and vocabulary tests were administered without grade incentives. The results revealed significant differences in vocabulary gains across subtitling modalities and proficiency levels. Upper-intermediate learners acquired an average of 20.89 out of 28 target words, while low-intermediate learners averaged 17.12 words. L3 video with L2 subtitles yielded the highest gains, followed by bimodal and reversed subtitling, with standard subtitling resulting in the lowest performance. These findings suggest that EFL learners may also benefit from watching non-English-language dramas with English subtitles, expanding vocabulary through repeated exposure. English subtitles, analogous to graded readers in extensive reading programs, may offer valuable lexical input, regardless of the original language of the audiovisual content.

Applying Content and Language Integrated Learning (CLIL) in Business English Education: An Exploratory Study on Pedagogical Strategies, Challenges, and Student Perceptions

Sasikarn Howchatturat — Fri, 02 Jan 2026 00:00:00 +0700

This study investigated the application of Content and Language Integrated Learning (CLIL) in the English Listening and Speaking Skills for Business course for third-year Marketing undergraduates at a Thai university. It examined students’ perceptions of CLIL-based instruction, explored the challenges of integrating CLIL into Business English teaching, and proposed strategies to enhance its effectiveness. Using an exploratory sequential mixed-methods approach, qualitative data were first collected through a teacher’s journal and analyzed to inform the development of a questionnaire, which was then administered to 53 students to gather quantitative data. The findings indicated that CLIL facilitated students' comprehension and spoken communication of marketing concepts, fostered engagement by integrating language learning with their field of study, and increased valuable opportunities for students to learn and share knowledge about English and marketing with classmates. However, challenges such as the complexity of business terminology, the cognitive demands of dual-focused learning, and the extensive preparation required for instructional materials were identified. To address these issues, a team-teaching approach that integrates Business English instructors and subject-matter experts was proposed as a practical alternative to formal CLIL training. These findings contribute to ongoing research on CLIL and provide a structured framework for integrating it into Business English pedagogy in Thai higher education.

THAITESOL Journal

The Impact of Subtitling Modalities in Streaming Drama Series on EFL Vocabulary Acquisition

Applying Content and Language Integrated Learning (CLIL) in Business English Education: An Exploratory Study on Pedagogical Strategies, Challenges, and Student Perceptions