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It also examined the role of subtitle type by comparing films with English subtitles, Persian (Farsi) subtitles, and no subtitles. Thirty Iranian EFL learners were assigned to authentic and pedagogical experimental groups, received twelve treatment sessions, and completed a 25-item multiple-choice post-test. 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Moreover, the role of these two types of subtitles and the films with no subtitles were investigated. To conduct the study, 30 Iranian EFL students were selected based on the results of an Oxford Placement Test and were assigned in two experimental groups as authentic and pedagogical groups. The students were given twelve sessions as treatment. Then, the researcher administered a post-test at the end of the treatment period. The post-test was a multiplechoice test with 25 items. To answer the research questions statistical analysis was performed. The results of t-test showed that the students in authentic group had a better performance than the students in the pedagogical group in vocabulary learning. Regarding the findings of One-way ANOVA and post-hoc Tuckey test, revealed that the students who received films with English subtitles had a better performance in comparison to groups of students who watched films with Farsi subtitles or those watched films with no subtitles.  \nKeywords: Subtitles, pedagogical, authentic, films, EFL students, vocabulary learning  \n1. Introduction  \nOne of the essential part or perhaps the most difficult part of learning a second or foreign language is learning vocabulary. Unlike, learning grammar which is rule based, vocabulary learning is a matter of remembering (Thornbury, 2004) . Recently, some Iranian researchers have paid attention to the effectiveness of using movies as helpful instructional purposes especially for learning vocabulary. Among the researchers, Hayati & Mohammadi (2009) and Talavan (2007) investigated the relationship between improving listening skill and watching movies. However, there is a limited number of studies (e.g. Alipour, Gorjian &Gholampour Kouravand, 2012) on the impacts different types of movies like pedagogical and authentic movies. Moreover, the difference in the effectiveness of English and Farsi subtitles in learning vocabulary. The aim of the present study is to identify which one, pedagogical or authentic movies with English and Persian subtitles are more effective in learning vocabulary.  \n2. Review of Related Literature  \nOne of the most important parts of the learner’s educational life is learning vocabulary. According to Alipour, Gorjian &Gholampour Kouravand (2012), teachers are aware of this fact that word-for-word translation is possible. Gorjian, Pazhakh & Naghizadeh (2012) believe that learning a foreign language is nothing more than using new words. To Kim & Gilman (2008) some strategies like word lists used for vocabulary learning. In this case, the “new words which arepresented with their translations and these strategies are outdated and irrelevant to students who are accustomed to visual stimuli”Gorjian &Gholampour Kouravand, 2012, p. 735) . Thus, curriculum designers and language developers need to reconsider the role of multimedia for learning vocabulary (Gorjian, Alipour & Saffarian, 2012) .  \nTeachers usually take a","cbCaihB0TT6Rq5f4","https://ap.wps.com/l/cbCaihB0TT6Rq5f4","pdf",143881,"English","# Abstract\n# Introduction\n# Review of Related Literature\n# Authentic and Pedagogical Materials in Language Learning","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study compares the effectiveness of authentic and pedagogical films, specifically with English and Persian subtitles, for vocabulary learning among Iranian EFL students.\"},{\"question\":\"How were participants assigned and how was instruction delivered?\",\"answer\":\"Thirty Iranian EFL students were placed into two experimental groups (authentic and pedagogical) and received twelve sessions as treatment.\"},{\"question\":\"What do the results indicate about subtitles and film type?\",\"answer\":\"t-test results show the authentic group performed better than the pedagogical group. One-way ANOVA and post-hoc Tukey tests show English subtitles led to better vocabulary performance than Farsi subtitles or no subtitles.\"}]","The Difference between the Effectiveness of Authentic and Pedagogical Films in Learning Vocabulary among Iranian EFL Students | PDF",1792067717]