Proficiency in languages enables individuals to communicate effectively with people from diverse backgrounds, fostering international understanding and collaboration. while the importance of studying English cannot be overstated in today’s interconnected world, providing individuals access to a wealth of information, opportunities, and global conversations. It cannot be denied that one of the effective language teaching approaches in general and Speaking & Listening skill, in particular is the Multimodal Discourse Analysis Theory (MDA). Applying MDA in foreign language teaching not only meets the need for innovation in teaching methods but also contributes to improving the quality of education, helps students develop comprehensive communication skills, enhance employability and open doors to a wider range of job opportunities, both locally and internationally.

The study started with four chapters where the initial chapter focused on identifying the activities performed by the Department of Art Education - Babylon Study Center and methods to enhance them. The research timeline covered academic year (2022-2023) and it included term definitions. The theoretical section of chapter two contained three essential subsections. The first was titled The Art Education Teacher (His Preparation and Development) and the second The Open Educational College (Its Origin and Role in Developing the Teacher) alongside the third chapter which was The Department of Art Education at Babylon Study Center (Its Tasks and Duties). Research procedures appeared in the third chapter where researchers involved the entire sample population with 35 participants chosen deliberately. The research adopted survey methodology which used closed-open questionnaires as its research tool in order to analyze the sample data through statistical procedures. Actual artistic participation by the sample turned out to be scarce since members only involved in artistic workshops and cultural seminars and artistic festivals.

This study examined the effectiveness of subtitled videos in enhancing vocabulary development among Junior Secondary School (JSS II) students in Argungu Local Government, Kebbi State, Nigeria. Using a quasi-experimental design, the research involved 312 students divided into experimental and control groups. The experimental group received vocabulary instruction through researcher-developed subtitled videos focusing on agriculture and health topics, while the control group was taught using traditional methods. Validated and reliable instruments were employed for data collection, with analysis conducted through mean, standard deviation, and independent samples t-tests at a 0.05 significance level. Findings revealed statistically significant improvements in vocabulary achievement among students exposed to subtitled videos compared to those taught through conventional methods (p < 0.05). However, no significant differences were found based on gender (p = 0.902) or school location (p = 0.090), indicating the universal effectiveness of this approach across demographic variables. These results suggest that subtitled videos serve as an equitable and impactful pedagogical tool for vocabulary instruction in diverse educational settings. The study recommends the integration of subtitled videos into English language curricula at the junior secondary level, particularly for vocabulary instruction. Additionally, it advocates for government provision of audiovisual resources to both urban and rural schools to support technology-enhanced learning. These findings contribute to ongoing discourse about innovative language teaching methodologies in resource-constrained environments.