چکیده

One of the main concerns of EFL/ESL teachers and correspondingly the researchers in discipline is vocabulary learning. Vocabulary can be learned in a variety of ways, including visual aids and strategies. Accordingly, this study aimed to probe the effect of horror animations vs. comic animations with or without Persian and English subtitles on elementary EFL learners’ vocabulary learning as strategies which might aid learners in acquiring new vocabularies more effectively. The participants of the present study were chosen from 120 elementary male English language learners whose age ranged from 7 to 12. In order to choose homogenize participants, the Key English Test (KET) was administrated, and 90 students whose score fell between one standard deviation below and above the mean were selected. Then, they were divided randomly into six experimental groups who watched comic or horror animations, with English subtitles, Persian subtitles, or without any subtitles. The participants took part in pre- and posttest, and the analysis of obtained data showed that there were not any significant differences between the effect of horror and comic animations on vocabulary learning. Nevertheless, the English subtitled animations outweighed Persian subtitled animations regarding vocabulary learning of EFL learners. The results of this study can be significant for all EFL teachers who look for more effective strategies to aid their learners to acquire new vocabularies. EFL learners can also use the results of this study as a self-study strategy at home to acquire new vocabularies more effectively.

کليدواژه ها

horror animations, comic animations, English subtitles, Persian subtitles, vocabulary learning

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Leila Amini , 1398 , The Effect of Horror vs. Comic Animations with or without English and Persian Subtitles on Elementary EFL Learners’ Vocabulary Learning , اولين کنفرانس بين المللي مطالعات زبان انگليسي