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.