Pavio's dual coding theory (1991) suggested that subtitled videos consisting of verbal information and nonverbal images can facilitate information processing and language learning. This study investigates the effects of subtitled TV series on Chinese EFL learners' listening comprehension. Eighty students in a Chinese university participated. Students were divided into four groups based on their grade level, with twenty in each group. The four groups were two classes of 1st year undergraduates, one class of 3rd year undergraduates, and one class of graduate students, all at the same Chinese university. Each group watched four video clips with three subtitled treatments: L1 Chinese, L2 English, dual (L1 and L2). There was also a control video with no subtitles. The video clips, their treatments, and the order in which the students watched them, were all counterbalanced using Latin Squares. After watching each video, students did a vocabulary and a comprehension test. The main research questions are to find the most effective subtitled TV series and students' attitudes towards subtitles. Four (groups) by four (subtitle conditions) mixed ANOVAs were used to compare the differences among the four treatments and four groups. The study has practical value in that educators, teachers, and the Chinese government can implement the appropriate subtitled videos inside and outside of class to improve learning of English. -- Abstract.
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