Analyzing the Influence of Subtitled Films on Vocabulary Acquisition, Language Proficiency, and Academic Engagement Among Pakistani Student Cohorts

Abstract

This study explores the impact of subtitled films on vocabulary acquisition, language proficiency, and academic engagement among Pakistani students learning English as a second language (ESL). A mixed-methods approach was employed, combining a quasi-experimental design with pre- and post-tests for quantitative data and semi-structured interviews for qualitative insights. Forty O-level students from King's Own Institute, Vehari, were divided into an experimental group (n=20, viewing films with English subtitles) and a control group (n=20, without subtitles) over a 14-week intervention using thriller films. Post-test results showed significant vocabulary improvement in the experimental group (M = 3.69, SD = 2.89) compared to the control group (M = 2.99, SD = 0.62), with t-tests indicating statistical significance (p < 0.001). Interviews highlighted enhanced comprehension, pronunciation, cultural awareness, and motivation, though some students noted challenges like subtitle dependency. These findings suggest subtitled films are a powerful tool for ESL education, addressing traditional teaching limitations and fostering cross-cultural understanding. Recommendations include curriculum integration, teacher training, and localized multimedia resources. Limitations include the small sample size and short intervention duration, warranting further research. This study underscores subtitled films’ potential to transform educational dynamics in resource-constrained settings.