Tir, MohammedZerrouki, Souaad2018-07-012018-07-012017http://hdl.handle.net/123456789/3724One of the primary elements in learning a foreign language is acquisition of the vocabulary. In order to master the target language students are supposed to build an appropriate amount of vocabulary knowledge that helps them to communicate, interact and engage in discussions. However, the lack of the vocabulary knowledge may result in many problems for students such as an inappropriate production of language and the miss comprehension of the target language. Our aim in this dissertation is to investigate teachers' and the learners' attitudes toward the usefulness of Captioned movies in increasing learners' vocabulary knowledge in EFL classes. In order to answer the research questions, it is hypothesized that Teachers and learners hold positive attitudes toward using captioned movies in EFL classes. In this research, a descriptive method adopted had been adopted to fulfill the objectives of the study, and to check the hypothesis. Two main questionnaires were administered to collect data and to survey teachers' and students' attitudes toward the usefulness of captioned movies on increasing EFL learners' vocabulary knowledge. The results obtained from this study confirmed the hypothesis that teachers and learners hold positive attitudes toward the usefulness of captioned movies on enhancing learners' vocabulary knowledge. Finally, this positive result offers a notable support to language teachers to adopt the use of captioned movies in the future. Therefore, it is recommended to include Captioned movies as an effective strategy in teaching vocabulary.enLanguage studentStarategy in teachingOther