Engaging with English Films and Series through Subtitles: Insights from Prospective Primary School Teachers in Spain
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Abstract
Advances in Information and Communications Technology (ICT) have significantly influenced second language (L2) learning by increasing access to English through digital media. This study investigates the evolving role of audiovisual input among 91 prospective primary-school teachers in Spain, a traditionally dubbing country. Employing a mixed-methods approach, the study analyzes participants’ preferences for viewing English-language media with subtitles versus captions, as well as their motivations for doing so. Results show a marked preference for subtitled content, with significant differences between intralingual and interlingual modalities. The main reasons provided were driven by a desire to improve comprehension and specific language skills, such as vocabulary, pronunciation, grammar, and spelling. Participants also viewed audiovisual input as a source of increased motivation and a means to acquire conversational English suited to informal contexts. These findings reflect evolving media consumption patterns in dubbing contexts and suggest pedagogical value in leveraging subtitled media for L2 learning.
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