This experimental study seeks to explore informal and conversational speech, such as slang, phrasal verbs and colloquial expressions through the use of subtitled TV series (interlingual and intralingual) amongst learners in higher education. Thus, 40 Spanish/Catalan, Dutch, German, Russian, Romanian and Moldavian second year university undergraduates, studying a BA in English in the province of Catalonia (Spain) with an A2 to C1 proficiency level of CEFR, were randomly assigned either to interlingual mode (English sound+ Spanish subtitles) or to intralingual mode (English sound+English subtitles). They were exposed to a total of 13 subtitled episodes from the American series 'Friends' over a period of 7 weeks. A multiple choice and open questions pre-test and a post-test were administered in order to analyse the effect of the two types of subtitles upon informal vocabulary learning and film comprehension. Results indicated that learners performed better under the EE (intralingual) than under the ES (interlingual) mode.No significant interaction has been found between the intervention and the post-test scores, therefore, the difference in scores between the two conditions of subtitles is not dependent on students' prior proficiency level. The obtained results support the use of subtitled audiovisual aids in foreign language classroom teaching, being in line with the principles outlined by the Cognitive Theory of Multimedia Learning and Theory of Cognitive Load.

Mobile assisted language learning (MALL) has developed and gained importance over the years in foreign language learning settings. However, mobile phones are still perceived as distracting devices in most of the schools. Within the field of second and foreign language learning, one of the most difficult things for school teachers is to give feedback to students when using a mobile device. In the present paper we present a case study research, which will investigate the best form of giving feedback via WhatsApp to students in primary education. Mobile instant messaging (MIM) has been used to practice vocabulary as well as the speaking and listening skills, but the study focuses on the feedback that the students have received. 30 primary (volunteer) students were selected to participate in the 3-week study and were divided into 3 groups, according to their age (low, middle and upper primary). A mixed approach method was employed to analyze the data (quantitative and qualitative). Results indicated that the most popular form of feedback among young students were smileys and images and not written feedback, and the study reveals that a set of varied images, even to send corrective feedback was an engaging element for the young students. Upper-primary students considered the written feedback more interesting, since they received more language-related details with this type of feedback than with a simple image.

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This paper investigates the efficiency of text messaging as an English as a Foreign Language (EFL) instructional tool to enhance learner autonomy and perception at the Islamic Azad University-South Tehran Branch, Iran. The study considers seventy-four learners to participate in the study after the administration of an Oxford Placement Test to measure their proficiency level. Participants are randomly assigned in experimental and control groups, including 37 participants each. A questionnaire is used as a pretest and posttest to measure learners` autonomy. Participants from the experimental group use text messaging (the treatment) to receive instructions, whereas those from the control group receive traditional classroom instructions in a face-to-face channel. A semi-structured interview is also used to collect date on experimental group participants` perception in using MALL in classrooms. The results reveal remarkable differences between the experimental and control groups’ means on their learner autonomy scores. However, the impact of the independent samples t-test has shown that there is no statistically meaningful gender difference among the learners regarding their autonomy scores. The findings based on the semi-structured interview showed complimentary views on MALL. The current study is beneficial since its outcomes could be relevant for EFL curriculum developers and English language teachers in the use of mobile learning and text messaging in the English classroom.