The use of multimedia has often been suggested as a teaching tool in foreign language teaching and learning. In foreign language education, exciting new multimedia applications have appeared over the last years, especially for young learners, but many of these do not seem to produce the desired effect in language development. This article looks into the theories of dual-coding (DCT) and multimedia learning (CTML) as the theoretical basis for the development of more effective digital tools with the use of films and subtitling. Bilingual dual-coding is also presented as a means of indirect access from one language to another and the different types of subtitling are explored regarding their effectiveness, especially in the field of short-term and long-term vocabulary recall and development. Finally, the article looks into some new alternative audiovisual tools that actively engage learners with films and subtitling, tailored towards vocabulary learning.The dual-coding theory (DCT) is a general cognition theory that has been directly applied to literacy and language learning. The theory was proposed by Allan Paivio in 1971 and explains the powerful effects of mental imagery on the mind and memory. In his theory, Paivio originally accounted for verbal and nonverbal influences in memory, but researchers soon started applying it in other areas of cognition [8][9][10]. According to this theory, a person can learn new materials using verbal associations or visual imagery but the combination of both is more successful in learning [11]. The dual-coding theory states that the brain uses both visual and verbal information to represent information [12], but this information is processed differently along two distinct channels in the human mind, creating different representations for information that each channel processes. The existing two coding systems are the verbal system and the nonverbal/visual system. These two coding systems interact, and this interaction results in better recall [10,13]. The verbal system stores linguistic information/units (such as text, sound, or even motor experience such as sign language) in sequential units called "logogens." The non-verbal/visual system processes visual information/units (such as symbols, pictures, or videos) and keeps them in units called "imagens." The terms "logogen" and "imagen" refer respectively to representational units of verbal and nonverbal information that produce already existing mental words and images and can function unconsciously to improve cognitive performance [14]. According to Paivio [9] and Clark and Paivio [15], there are three different processing levels that take place within or between verbal and nonverbal/visual systems: representational, referential, and associative processing. The two systems are linked together through referential connections (Figure 1).

This paper reviews research literature in the area of student engagement and motivation and discusses the findings of an experiment which examined the effects of intrinsic and extrinsic motivation on the learning process of foreign language vocabulary with the use of a film extract. The extract was part of an online specially-built platform designed to enhance students' engagement through a series of interactive activities. The article focuses on the relationship between motivation and engagement and looks into the differences in performance between students who are more intrinsically or extrinsically motivated. Based on our findings, we argue that intrinsic motivation leads to more active engagement on the part of learners, which is a pathway to deeper learning and better academic achievements in foreign language learning.

Films are a valuable source of authentic language material, but what makes them superior to other types of authentic materials is the existence of a full storyline which leads to the increased engagement of the viewer. Despite the fact that teachers intuitively know this particular activity which may enhance language learning there is little research that has sought to thoroughly examine its potential impact on vocabulary acquisition and retention. While most studies conclude that the type of subtitling is an important factor influencing vocabulary learning; defining which particular type of subtitling is most effective seems difficult to determine and results in this area are somewhat inconclusive. Further research is, therefore, necessary to determine which type of subtitling would lead to optimum results in vocabulary acquisition and retention.

Online learning has been on an upward trend for many years and is becoming more and more prevalent every day, consistently presenting the less privileged parts of our society with an equal opportunity at education. Unfortunately, though, it seldom takes advantage of the new technologies and capabilities offered by the modern World Wide Web. In this article, we present an interactive online platform that provides users with learning activities for students of English as a foreign language. The platform focuses on using audiovisual multimedia content and a user experience (UX) centered approach to provide learners with an enhanced learning experience that aims at improving their knowledge level while at the same time increasing their engagement and motivation to participate in learning. To achieve this, the platform uses advanced techniques, such as interactive vocabulary and pronunciation assistance, mini-games, embedded media, voice recording, and more. In addition, the platform provides educators with analytics about user engagement and performance. In this study, more than 100 young students participated in a preliminary use of the aforementioned platform and provided feedback concerning their experience. Both the platform's metrics and the user-provided feedback indicated increased engagement and a preference of the participants for interactive audiovisual multimedia-based learning activities.

Over the last decades, the role of the teacher has changed due to developments in technology. Teachers now mainly provide direction and facilitate learning rather than being the know-it-all master. Their new role in the Net generation inevitably involves the use of multimedia Internet. Internet-based environments are student-centered and allow learners to be actively involved in the learning process. This paper presents how internet tools have developed over the years, with a focus on language skills development. It also discusses the basic principles behind building new personalised internet tools and presents examples from a specific experimental platform, which is part of a PhD study on foreign vocabulary learning. This platform makes use of a novel internet-based dubbing application called Film L2 Dubbing Activity (FL2DA). Our main aim is to discuss empirical data and shed some more light on how the internet-based environment and the use of feature film clips may assist in foreign language skills development and what is entailed in managing such an internet-assisted environment.

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