Audiovisual materials are now widely available online, easily accessible in most parts of the world, and offer an engaging way for learners to interact with a language inside and outside the classroom. Video content enhanced by subtitles is seen as a powerful tool in second language learning. Since the 1980s, a bulk of evidence has been accumulated showing that watching subtitled audiovisual materials can facilitate foreign language learning in formal and informal educational settings (Price, 1983; Danan, 1992; Vanderplank, 2016).
As both a teacher and a language learner, I have always tried to integrate this type of content into my . . .
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