Abstract
This study investigated the effect of subtitling modality on incidental vocabulary learning among Iranian EFL learners. To this end, 90 freshmen students studying English Translation at BA level in Abadan Azad University were selected after taking a proficiency test to ensure their homogeneity. Participants were randomly assigned to three experimental groups, namely: Bimodal group (A), Standard group (B) and Reversed group(C). They watched eight video clips selected from three animated movies with different modes of subtitles: A) Bimodal subtitles, B) Standard subtitles and C) Reversed subtitles. Research instrumentation included a pre-test and a post-test following an experimental design. Participants took a pre-test containing new words selected from the clips. After eight treatment sessions, the post-test was administered. Data were analyzed descriptively and inferentially. To arrive at any difference between the three different modes of subtitles, the researcher conducted one-way ANOVA. The results obtained from the tests showed that participants in reversed subtitling group performed significantly different and learned more new vocabulary items. Standard subtitling was the second type of subtitling which revealed to be more effective than bimodal subtitling.