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THEORETICAL BACKGROUND
it. Extensive reading provides countless opportunities for such encounters,
making it a useful method of SLA through EE.
2.5.2 Watching films, series and videos
Watching films, television series, and online videos in an L2 are additional
popular EE activities that benefit L2 learners (Chapple—Curtis 2000, Keene
2006, King 2002, Liando et al. 2018, Lin—Siyanova-Chanturia 2014, Qiang et
al. 2007). King (2002), for example, points out that one of the greatest benefits
of films is that they provide learners with a plethora of L2 input in context
catering to incidental learning; in addition, films often address issues that are
also relevant to the lives of learners. Similarly, Lin and Siyanova-Chanturia
(2014) also found that through films, L2 learners gain access to authentic L2
input in context, allowing for incidental learning. In Hong Kong, Chapple and
Curtis (2000) concluded in their research that viewing English-language films
helped learners develop their English speaking and listening comprehension
skills, and additionally, it also boosted learners’ self-confidence. Keene (2006)
found that while watching a movie, besides hearing dialogues, viewers see
various gestures and facial reactions, which can facilitate the comprehension
process so that when learners do not understand something, they are able to
more easily infer the meaning of a word or phrase from the situation. Liando
et al. (2018) investigated EFL university students. Their results show that stu¬
dents majoring in English are aware that watching films in English may con¬
tribute to the improvement of their listening comprehension. Qiang et al.
(2007) examined Chinese EFL learners and found that watching films in
English has four important benefits for language learners: learners can improve
L2 pronunciation and intonation, encounter authentic and idiomatic language
use, become acquainted with English sentence structure, and finally, familiar¬
ize themselves with the target language culture.
Research investigating the benefits of films in second language acquisition
examined the use of both L1 an L2 subtitles and their impact on the second
language learning process as well (Ashcroft et al. 2018, Baranowska 2020,
Mitterer-McQueen 2009, Murshidi 2020, Pujadas-Muñoz 2019, Rodgers—Webb
2017, Vandergrift-Goh 2021, Wang 2019, Winke et al. 2010). Mitterer and
McQueen (2009), for instance, point out that the use of subtitles helps learners
understand different L2 accents. In her research, Baranowska (2020) examined
Polish EFL learners and divided them into three groups: one group watched
videos with Polish subtitles, the second group with English subtitles, while the
third group was not allowed to use any subtitles. The results of the research
show that L2 subtitles (intralingual subtitles) support vocabulary acquisition
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