Using intralingually subtitled videos in EFL class: Effects on motivation and linguistic performance

The current study aims to explore the effects of using intralingually subtitled videos (subtitles with audio and text in the same language) on Greek adolescent learners’ L2 Motivational Self System (L2MSS) (Dörnyei, 2009) and linguistic performance. This research employed the quasi-experimental method to compare motivational and linguistic scores of the learners who received video-based lessons (experimental group), and the group of learners who were taught English via the traditional coursebook-based instruction (control group). The results indicated that the video-based lessons could positively affect specific aspects of the learners’ L2MSS, such as their Interest in the English language, Attitudes towards learning English, Linguistic Self-confidence, while relatively decreasing their English Anxiety. In addition, the learners who received the intervention exhibited better linguistic performance in relation to vocabulary and grammar knowledge, as well as listening and reading skills in English. This study concludes with the teaching implications of such findings and with suggestions for further research.