An investigation of subtitles as learning support in university education

Abstract

The literature on the benefits of subtitles has yielded contradictory results largely due to inconsistencies in experimental design and the operationalisation of variables such as language proficiency, subtitle language, and subtitle characteristics. As a result, there is insufficient evidence on the cognitive processing and impact of subtitles as learning support for learners in a L2 educational environment. The current study investigates the cognitive processing and resultant impact of subtitles in terms of cognitive load, comprehension scores, and eye movements. Native Chinese speakers (n=70) were recruited to watch five lecture videos with either no subtitles, Chinese L1, or English L2 subtitles. Results showed that reading L1 subtitles improved comprehension, with no significant difference in cognitive load between subtitle groups. By studying learners' eye movements, we found that L2 subtitles were read differently from L1 subtitles, suggesting reading L2 subtitles is more cognitively demanding. The findings of the current study add further insight to existing research on the effectiveness of subtitles and subtitle language, showing that learners reading L1 subtitles improve performance in an authentic academic context. These findings could have implications for the use of subtitles to support students in English-medium instruction where English is not their first language.