Exploring Efl Student’s Perceptions Of Vocabulary Learning Through Subtitles

This study investigates the perceptions of English as a Foreign Language (EFL) students toward vocabulary learning through subtitles. The research aimed to explore how students perceive the role of subtitles in facilitating vocabulary recognition, retention, and motivation, as well as to identify the challenges they experience when using subtitles as a learning aid. The study was conducted at a university in Aceh and involved seven active students from the English Education Department who met specific selection criteria. A qualitative descriptive design was employed, and the data were collected through semi structured interviews conducted in two stages to ensure data validity and depth. The findings revealed four major themes: (1) subtitles facilitate vocabulary recognition and comprehension, (2) subtitles reinforce vocabulary retention, (3) subtitles increase motivation and encourage autonomous learning, and (4) subtitles have certain limitations as a learning tool. the results showed that subtitles helped students connect pronunciation and spelling, comprehend meaning more effectively, and remember new words through repeated exposure. subtitles also reduced anxiety and created a more enjoyable learning environment, which enhanced students’ motivation and encouraged independent learning outside the classroom. however, some participants reported difficulties such as overreliance on subtitles, fast moving text, and challenges in understanding idioms or cultural expressions.