Effects of Dual Subtitles on Chinese Students’ English Listening Comprehension and Vocabulary Learning

This study investigated the effects of four subtitle modes on listening comprehension TED (Technology, Entertainment, Design) talks and academic vocabulary learning intermediate (non-English major) advanced (English English as foreign language (EFL) learners. A total 272 Chinese college sophomore students were randomly assigned to one experimental groups: Dual subtitles, no subtitles. The participants viewed videos over a period two weeks pretested (vocabulary) posttested (vocabulary, comprehension). results demonstrated that there statistically significant differences among for However, findings showed Specifically, dual groups performed significantly better than group learning. outperformed comprehension. Taken together, indicated redundancy effect may exist in adding subtitles not impose high cognitive load. Accordingly, this offered important implications through watching using different students.