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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 students majoring in English are aware that watching films in English may contribute 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, familiarize 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 + 49 +
