Document Type : Original Article
Author
Assistant Professor, Department of Arabic Language and Literature, Farhangian University, PO Box 889-14665, Tehran, Iran
Abstract
The present study investigates the role of translated educational subtitles in learning Arabic cultural vocabulary by non-Arabic-speaking students. The importance of familiarizing learners with cultural components in teaching Arabic as a second language increases the necessity of using modern multimedia tools. The study aims to analyze the effect of educational subtitles on the retention of cultural vocabulary, understanding of cultural concepts, and enhancement of active and interactive learning.The population included 20 male students at Farhangian University, Shahid Beheshti Campus, Bandar Abbas (2022 intake). Data were collected through semi-structured interviews and questionnaires and analyzed using qualitative methods and open coding. This process extracted primary and secondary themes related to students’ learning experiences and allowed examination of various aspects of subtitle effects.The results showed that translated subtitles contribute to the retention of cultural vocabulary and expressions, deeper understanding of cultural concepts, and increased learner motivation and participation. Observing vocabulary in authentic contexts facilitates meaningful, situational learning, transforming the process from memory-based to experience-based. The combination of auditory and visual input in a multimedia environment also strengthened learners’ cognitive and emotional engagement.Findings indicate that translated subtitles can be an effective alternative to traditional methods of teaching cultural vocabulary and create a dynamic, motivational, and multidimensional learning environment. Using these tools in curriculum design helps instructors base Arabic teaching on interaction, technology, and cultural experience, highlighting the role of multimedia technologies in second language education.
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