Abstract
The use of subtitles in language-learning environments has received considerable attention. Nevertheless, conclusive findings have yet to be reached regarding the effectiveness of integrating subtitles into L2 classrooms. This meta-analysis examined the overall effectiveness of subtitles to enhance learners’ L2. A total of 26 experimental studies conducted between 2010 and 2022 were analyzed to examine the performance of L2 classroom learners based on integrating subtitles as a teaching/learning tool, compared to learners who did not use subtitles. A meta-analysis investigated how effect sizes varied depending on L2 skills (listening, speaking, reading, writing, grammar, vocabulary, and pronunciation), institutional level (school, university, and language institute), participants’ native language (L1), language proficiency, and implementation mode. The results indicated that integrating subtitles into L2 classrooms have a medium effect size (d = 0.69), and the effect sizes of different variables affecting the use of subtitles in language learning are reported. Several pedagogical implications are discussed in light of the findings, which can help promote the successful integration of subtitles in L2 classrooms.
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