The purpose of this research is to learn how the implementation of instructional subtitled videos contributed to improving students' range of vocabulary in real life contexts. This mixed method research paper was developed by using action research approach and the applied data collection technique was stratified into five steps: a pre-test, three classroom observations, a teacher/investigation diary, a semi-structured interview, and a post-test. The analysis of the data demonstrated that the employment of instructional subtitled videos helped students learn vocabulary. The students performed better in post-test compared to the pre-test, due to the three cycles of intervention. The target words were contextualized and presented through the simultaneous combination of sounds, images, and text. The data also showed that the participants considered the videos to be useful so as to remember new words and to be able to use them in communicative contexts. After discussing the findings of the study in light of the theory, the implications and limitations are presented, as well as some considerations for further research are suggested.