Thesis (M.A.) - Cairo University - Faculty of Arts - Department of English

The present study represented an effort to examine the effect of movies with English and Arabic subtitles and without subtitles on listening comprehension and its sub-skills on Egyptian EFL learners. The participants were 102 fourth year students from the Faculty of education assigned to three groups: English subtitles group (ESG), Arabic subtitles group (ASG) and without subtitles group (WSG). Over 6 weeks, the three groups viewed 14 parts of 7 movies and immediately after screening the parts of the movies, multiple-choice listening comprehension tests were administered to the students in order to evaluate their listening comprehension. In the last session, all the participants sat for the listening section of the TOEFL test, the exact one they took at the beginning of the experiment in order to see if there was any progress in their listening comprehension skills. The results of the data analysis revealed that for listening comprehension tests, the subtitles groups outperformed the WSG, and ASG performed better than the ESG. On the other hand, on the listening section of the TOEFL test the comparison between the pre-test and post-test for each of the three groups showed a significant difference, while there was no significant difference between the three groups

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