Abstract
<p><em>This study aimed to examine the effects of viewing subtitled videos and un-subtitled videos on Indonesian EFL students’ writing ability. In order to achieve the purposes, a quasi-experimental study was conducted by involving 90 EFL students in a state university in Indonesia. The students were from three intact classes. The students in Class A (29 students) were asked to write procedure texts after watching subtitled videos; the students in Class B (31 students) were asked to write procedure texts after watching un-subtitled videos; and the students in Class C (30 students) were asked to write procedure texts without watching any video. The study took place for 14 meetings. At the end of the treatment, the students in the three classes were asked to write an essay in English. The results of the study indicated that there were significant differences in the writing ability of the students in the three classes. More particularly, the students who viewed subtitled videos performed a significantly higher level than those who viewed un-subtitled videos and those who did not view any video. In addition, the students who viewed un-subtitled videos performed better than those who did not view any video. This study offers some pedagogical implications focusing on the use of technology in the teaching of EFL writing. Thus, either subtitled videos or un-subtitled videos can be used to facilitate EFL students’ writing ability.</em></p>
Highlights
The interest in and use of technology in the field of English Language Teaching (ELT) have greatly changed the way students learn English as a Foreign Language (EFL)
In Indonesia, a country in which English is used as a foreign language, it has been widely claimed that among the four language skills, writing is a difficult skill for most EFL students (Mukminatien, 1997; Widiati & Cahyono, 2006)
The present study aims at investigating the effect of subtitled videos as well as un-subtitled videos as pedagogical tools on Indonesian EFL students’ writing ability
Summary
The interest in and use of technology in the field of English Language Teaching (ELT) have greatly changed the way students learn English as a Foreign Language (EFL). Educators, materials designers, and researchers have been attracted to investigate the effectiveness of subtitled videos in the EFL classrooms to facilitate students in mastering the language skills and to optimize the teaching and learning process. A number of studies have revealed that subtitled videos offer language students a chance to improve their language skills which include speaking, listening, reading, and writing (Arslanyilmaz & Pederson, 2010; Sydorenko, 2010; Hayati & Mohmedi, 2011; Mohammed, 2013; Rokni & Ataee, 2014). Research has indicated the effect of using subtitled videos on the development of language skills, very limited works examined subtitled videos as tools to improve students’ writing ability. Do the students taught by using subtitled videos perform better in writing than those with un-subtitled videos?
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