investigating the impacts of animations with bi-modal, standard, and bilingual subtitles on high school students’ english vocabulary learning in online classes

Today, the development of media and audiovisual technologies has strongly affected language learning and teaching, and a significant part of language is taught unconsciously through these multimedia tools. for effective communication in english, having a good vocabulary command is of paramount importance. however, the possibility of forgetting new words increases if they are learned out of context. therefore, various ways have been proposed to solve this problem. one of the most effective ones is using animations with subtitles. animations can play an essential role in learning words with the help of body language, movements, and facial expressions. this study investigated the impacts of best-selling animations with bi-modal, standard and bilingual subtitles on high school students’ english vocabulary learning in online classes. to that end, fifty grade ten students from south khorasan province were randomly selected. the participants were asked to complete the oxford placement test, and accordingly, 40 homogeneous students were selected. they were randomly divided into three experimental groups and one control one. the experiment lasted for 12 sessions. a vocabulary knowledge scale (vks) test was used as a pre-test and post-test. the obtained data were analyzed using ancova. in addition, an online interview was conducted with ten students about their learning experiences. the results of the study showed that the experimental group significantly outperformed the control one in the post-test. bilingual subtitles were the most effective ones for learning vocabulary, followed by bimodal and standard subtitles. considering the results of this study, it is suggested that language teachers use animations in online classes because they can improve students’ learning, engagement, and concentration in classroom activities.