Authentic Language Exposure Through English-Subtitled TV Series: Enhancing Listening Comprehension among Secondary ESL Learners

Abstract

This study explores the influence of English-subtitled TV series on the listening comprehension of secondary ESL learners. The research data were collected using an online open-ended survey involving 20 secondary school students from an urban school in Selangor. There were seven thematic analysis applied in this research including subtitle enhanced comprehension of fast speech and slang, multimodal learning and TV as an engaging alternative compared to conventional classroom listening. The research found that learners expressed a clear preference for subtitled TV series, citing their natural speech patterns, authenticity and engaging content. The findings of this study supported the theories such as Mayer’s Cognitive Theory of Multimedia Learning, Paivio’s Dual Coding and Krashen’s Input Hypothesis. The study highlights potential for integrating subtitled TV series into ESL listening instructions and suggests directions for future research on subtitle formats and pedagogical implementation.