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EFL Learners’ Perceptions of Learning Vocabulary from Subtitled Videos

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dc.contributor.author ADDALA, Fatima Zohra
dc.contributor.author ABBAS, Soumia
dc.contributor.author BOUZENOUN, Abdeldjalil (supervised)
dc.date.accessioned 2021-04-07T08:35:56Z
dc.date.available 2021-04-07T08:35:56Z
dc.date.issued 2020
dc.identifier.uri http://dspace.univ-jijel.dz:8080/xmlui/handle/123456789/7567
dc.description.abstract Vocabulary mastery has always been one of the most important and the most challenging aspect in the foreign language learning process. Due to its difficulties, learners face many problems to develop their four language skills: listening, speaking, reading, and writing. However, this process can be simplified through implementing effective techniques in the EFL classes. Based on this, the current study is an attempt to highlight the importance of using subtitled videos in improving the EFL students’ vocabulary level. To reach such aim, the investigators used the quantitative method. The study is based on an online questionnaire which was addressed to the first-year English language students at Mohammed Seddik Ben Yahia University of the academic year 2019-2020 to get the data needed about the students’ perceptions about increasing students’ vocabulary mastery by watching English videos. The data collected from the online questionnaire indicated that the students have positive perceptions of learning vocabulary from subtitled videos. Thus, subtitled videos prove to be effective in learning and enhancing English vocabulary and also to sustain the students’ motivation and interest. Finally, it can be concluded that learners are very interested in enhancing their vocabulary by using authentic subtitled videos. fr_FR
dc.language.iso en fr_FR
dc.publisher جامعة جيجل fr_FR
dc.subject subtitled videos fr_FR
dc.subject vocabulary fr_FR
dc.subject EFL learner fr_FR
dc.title EFL Learners’ Perceptions of Learning Vocabulary from Subtitled Videos fr_FR
dc.title.alternative The Case of First Year Licen c e Students of English at Mohamed Seddik Ben Yahia University, Jijel fr_FR
dc.type Thesis fr_FR

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