抄録
The authors examined how subtitled animations facilitate vocabulary acquisition among 51 Japanese language learners in Hong Kong. Participants were divided into three groups: subtitled, non-subtitled, and control. Over three weeks, they completed pre-tests, post-tests, and delayed tests, with only the subtitled group engaging in discussion activity after the delayed test. The comparison of average scores among the groups revealed that the subtitled group showed the most significant improvement. Comments from participants in the subtitled group indicated that high-frequency vocabulary and words learned from textbooks were particularly well-retained. These findings suggest that subtitled animations can serve as an effective tool for vocabulary acquisition in Japanese language education. In particular, the use of animations that include vocabulary related to textbook content is highly beneficial and shows potential for application in instructional material development.
https://ror.org/03xg1f311 