The t-score was roughly 0.136 (p 0.05, df =49) according to one Sample t-test. The One Sample t-Test result revealed a significant difference between the mean and hypothetical means scores (50). Meanwhile, SPSS was used to perform a One Sample t-Test hypothesis test.
The score from the data in the questionnaire was measured using the Likert Scale. The data produced a mean score of roughly 60.05, which was greater than the imagined mean score (50). The results of the survey revealed that students consider the usage of subtitles in videos to be beneficial in increasing their enthusiasm to study English. For the two research problems, the data from the questionnaire was used to support the deeper investigation.
There were 17 closed-ended questions in the questionnaire. The data was collected using a questionnaire as the data instrument. The second question is, "How do students evaluate the benefits of using subtitles in video for English learning?"The survey approach was used to perform the study. "What are students' impressions of the employment of subtitles in video to boost their motivation to learn English?" is the first question. In this study, there are two research questions. In this study, students at Jashore University of Science & Technology were asked about their opinions on the use of subtitled video. The current study recommends that intralingual subtitled YouTube videos be used more in EFL classrooms to improve students' language skills. The results showed statistically significant evidence that captioned videos helped students improve their listening comprehension, build and recognize new words, and improve their spelling. In the quantitative analysis of the questionnaire, the researchers calculated the percentage for each item's responses, provided the mean and standard error of it, and conducted a One-Sample T-Test for each subscale. The results showed that students with the intralingual subtitling experience demonstrated better performance in all three tested language skills. To compare the students' performance in the control group with their counterparts in the experimental group, the researchers calculated the scores in the three tested language skills for each group and ran a One-Way ANOVA test. A questionnaire was distributed to elicit the students' responses in the control group on the effectiveness of the intralingual subtitling technique in improving their proficiency in English. A TOEFL-based standardized test targeting listening comprehension, vocabulary building & recognition, and writing & spelling was administered to the two groups after the end of the term. The experimental group received a four-month academic training in intralingual subtitling, while the control group had no exposure to the same experience. The study sampled a population of 100 English and Translation Program students at a Jordanian university, representing an experimental group and a control group, of 50 students each. Hence, this study explores aspects of the EFL teaching/learning paradigm boosted by intralingual subtitling. Nevertheless, audiovisual translation (AVT)-as a manifestation of educational technology-has not been duly utilized as an EFL teaching approach in shaping the didactic and pedagogical platform and their immediate effects on foreign language learners. Intralingual subtitling has become a functional accessibility didactic tool for EFL learning.
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