Does Bimodal subtitling effect listening comprehension in EFL contexts?
The purpose of the present study is to investigate the effects of bimodal subtitling over listening comprehension for English language prep-school students at Mehmet Akif Ersoy University. An experimental research design was adopted and four academically identical prep classes were chosen as experimental and control groups. The same tests on listening comprehension were administered to the groups for the first five weeks, and in the final week, both groups were given a final test in the no subtitling format to observe any caption-reliance effects. The experimental group did not only outperform the control group during the first five weeks of the experiment, but also at the final test, when the two groups took the same test in the no subtitling format. Results from this study indicate that bimodal subtitling has positive effects on listening comprehension and that caption reliance did not have any negative effects for the participants in this study.