INTRODUCTION
Introduction
In today’s interconnected world, the significance of learning a foreign language, particularly English, is undeniable As the globe has become a global village, English has emerged as a dominant force in communication According to Vadivel et al (2019), non-native English speakers now represent 70% of all English communication English serves as the official language for over 50 countries and regions, is the second language in nearly 100 nations, and is spoken by more than 400 million people globally This makes English one of the most effective and convenient means of communication worldwide.
As English emerges as the global lingua franca, many countries, including Vietnam, have integrated it into their educational systems, starting from primary school In Vietnam, English is not only taught as a compulsory subject but is also a critical qualification for university graduation, reflecting the growing emphasis on early language acquisition.
Learning a foreign language presents significant challenges for individuals, prompting linguistics students to seek effective and enjoyable techniques to enhance their learning experience Recent interest among language instructors, study material designers, and research professors has focused on evaluating the efficacy of various strategies in English learning classes (Nguyen & Terry, 2017) Their goal is to discover more engaging methods that facilitate the development of language skills and foster social connections among students.
Integrating entertainment activities, like watching English films, into lessons transforms mundane learning into engaging experiences, motivating language learners to enhance their linguistic skills This approach not only fosters visual literacy but also creates an enjoyable blend of entertainment and language acquisition.
Numerous studies highlight the significant role of movies in the EFL environment, emphasizing their positive impact on developing essential language skills such as reading, listening, speaking, and writing According to Sefero Iu (2008), films offer authentic linguistic input and a dynamic context for discussions, while Florence (2009) notes that they provide valuable insights into the language and culture of native English speakers Many scholars agree that incorporating films into ESL curricula is crucial, as they expose learners to "actual language" in real-life contexts, enhancing cultural understanding Additionally, movies engage learners and boost motivation, effectively bridging entertainment and language objectives while activating prior knowledge critical for developing the four language skills.
Advocates of using movies for teaching English argue that they provide engaging and interactive learning experiences However, some researchers (Kusumaningrum, 2016; Sari & Sugandi, 2015) highlight potential drawbacks, noting that films often lack instructional intent, which can lead to distractions from the educational purpose Students may find themselves more focused on the actors than on their learning objectives, hindering their ability to concentrate This divergence in perspectives creates confusion among students regarding the effectiveness of using films as a method for learning English.
This study explores the perceptions of English majors at Banking Academy regarding the effectiveness of watching films as a tool for language learning It aims to assess students' behaviors in film consumption and their attitudes toward the impact of films on English acquisition, ultimately providing recommendations for enhancing language learning methods.
Vietnamese students, particularly those at the Banking Academy, recognize English as a vital asset for personal and professional advancement, especially for careers in international banking where English proficiency is essential Despite studying English for over seven years, many students struggle with effective communication due to a focus on grammar and vocabulary memorization rather than practical usage This emphasis on detailed language rules, coupled with monotonous teaching materials, has hindered their language acquisition Consequently, English majors at the Banking Academy are actively seeking innovative and engaging methods to enhance their learning experience, with the use of English films emerging as a popular and effective strategy.
Objectives of the study
Recognizing the importance of learning English and understanding students’ concerns about the effectiveness of watching films on enhancing language proficiency, this study sought to address three main objectives:
This article aims to provide an overview of the behaviors of English major students regarding their film-watching habits It will analyze various factors that contribute to their current engagement in this entertaining activity.
- Their purposes of watching English films
This thesis explores the perceptions of English major students at Banking Academy regarding the effectiveness of watching films in enhancing their language skills and fostering social relationships.
This second objective will answer the question: “To what extent do language learners think that watching films to learn English is beneficial?”
The third goal is to explore the advantages and disadvantages of using English films as a language learning resource Following this discussion, recommendations will be provided for BA students, the Faculty of Foreign Languages, and educators on how to enhance English language skills through film viewing.
Significance of the study
This study aims to evaluate the effectiveness of watching films in enhancing English language skills for learners By providing neutral assessments and actionable recommendations, the findings will enable English learners to gain a comprehensive understanding of this method and make informed decisions about its use in their language acquisition journey.
Respondents may refine their learning strategies through English films while completing the survey Additionally, this thesis offers valuable insights and reliable findings for future researchers, along with research methodologies applicable in subsequent studies.
Scope and limitations of the study
Though the thesis attempted to focus on the topic by evaluating facts and figures, there are still a few constraints that future researchers could try to eliminate:
Due to time constraints, this study utilized a single data collection method—an online survey—limiting the exploration and evaluation of various alternative methods.
While the current study meets the standards of reliability and validity, expanding the sample size could enhance the statistical robustness of the findings Future researchers may address this limitation by conducting their studies under more favorable conditions.
The findings of this study suggest tailored recommendations for students at the Banking Academy, emphasizing that strategies effective for one group may not be suitable for others.
Definition of terms
In order to comprehend this paper easier, there are a few words with operational meanings that readers should be aware of:
Culture is a collectively shared set of beliefs that encompasses symbolic, mental, behavioral, and material traits, serving as a framework for human behavior and civilization (Bodley, 1994) It includes essential elements such as beliefs, values, customs, products, and communication styles within a society (Cohen et al., 2003) Essentially, culture represents a reality shaped by the collective experiences and norms of the people within a nation.
Cultural Awareness involves recognizing, understanding, and accepting the diverse characteristics of various cultures This concept is closely linked to cultural sensitivity, which is crucial for fostering effective intercultural communication.
Listening skills involve the ability to receive, process, and engage with information from audio sources, requiring our minds to quickly interpret relevant facts (Harmer, 2000).
L1 stands for learners’ first language, in this thesis, L1 will be Vietnamese L2 stands for learners’ second language, in this thesis, L2 will be English
Media in learning encompasses various tools and resources that support instructors in delivering knowledge, skills, and attitudes to students These materials enhance specific teaching methods, facilitating a more effective understanding of concepts for both teachers and learners.
Oral skills are essential for effective communication, enabling individuals to convey clear and understandable ideas to their audience These skills encompass both speaking and listening, which are fundamental components of successful oral communication.
Pronunciation is the manner in which words or languages are articulated, encompassing the accepted sound sequences for specific dialects, often referred to as "proper pronunciation." It also includes the natural way in which native speakers pronounce words and languages.
Range of vocabulary refers to collection of words obtained in a language
As individuals age, their vocabulary range expands through continuous acquisition Active engagement in exploring the relationships between words, events, and one another plays a crucial role in vocabulary learning.
Reading skills are crucial for comprehending textual messages and uncovering underlying content This process involves the immediate recognition of various written symbols, drawing on prior knowledge, and understanding the information and ideas presented by the author.
Speaking skills refer to the ability to effectively articulate ideas verbally in a clear, fluent, and contextually appropriate manner for various purposes, including transactional and international communication This involves the correct use of pronunciation, grammar, vocabulary, and adherence to the pragmatic and discourse rules of spoken language (Torky, 2006).
Stress refers to the heightened emphasis placed on a particular syllable within a word or a specific word in a phrase or sentence This emphasis is typically achieved through various features, including increased loudness, extended vowel length, clear articulation of vowels, and variations in tone.
Subtitles are textual representations displayed at the bottom of the screen, providing a translation of spoken dialogue in either a foreign language or the viewer's native language They can be categorized into three types: Bimodal Subtitling, which pairs English dialogues with English subtitles; Standard Subtitling, which translates English dialogues into the learner's mother tongue; and Reversed Subtitling, where dialogues in the learner's native language are converted to English subtitles (Zanon, 2006).
A confidence interval quantifies the level of uncertainty associated with a sampling method, indicating how much variability exists in a given statistic For instance, if a confidence interval is 9 and 90% of the sample selects a particular response, it suggests that, if the entire population were surveyed, the proportion choosing that answer would likely fall between 81% (90-9) and 99% (90+9).
The confidence level, expressed as a percentage, indicates the frequency with which the proportion of a population selecting a specific answer falls within a confidence interval For instance, a 95% confidence level suggests that if a survey were conducted multiple times, 95% of the results would align with those obtained from the entire population.
Standard deviation measures the variability of responses in relation to the mean, providing insights into how much individual data points differ from one another When calculated for a sample, it can serve as an effective estimate of the population's standard deviation.
Writing skills encompass the ability to express organized thoughts through written text, requiring clarity and comprehensiveness in content presentation.
LITERATURE REVIEW
Literature review
English, being the most spoken language globally, has attracted significant interest in enhancing the learning process over the years (Lertola, 2019) Learners increasingly prefer audiovisual methods, engaging in activities like reading books, watching movies, and listening to music to improve their language skills.
Previous research into the effectiveness, advantages, and downsides of using films to learn English has shed light on the efficiency as well as obstacles related to the topic
Research indicates that learning English through movies is more effective than traditional methods, particularly for enhancing listening skills A study by Liando, Sehetapy, and Maru (2018) found that students who watched films showed a significant improvement in their listening abilities compared to those who learned through teachers or dictionaries Additionally, Safranj (2015) revealed that students benefit from a dual learning process involving both activity and rest when watching films, leading to better information retention than through single-channel exposure The majority of participants reported improved listening skills and positive attitudes toward incorporating films into their English classes.
In a study by Luo (2004), the influence of DVD movies on students' listening comprehension was explored by integrating nine films into the curriculum over an entire school year The course utilized DVDs as primary materials, enhanced with activities like storytelling, picture descriptions, and group discussions on movie themes To further develop listening skills, tasks with captions on and off were implemented during viewing At the end of the year, a listening test showed significant improvement in students' listening abilities, attributed to the engaging learning environment created by the use of DVD movies, which also helped reduce anxiety.
Numerous studies indicate a positive correlation between watching English films and the enhancement of speaking skills Thammineni (2016) found that exposure to native speakers helps non-native learners improve their fluency, pronunciation, and accent Similarly, Tsai (2009) noted that English movies aid in spelling, word recognition, and pronunciation The integration of films and their scripts in English classes is effective, as visuals engage learners more directly than written texts Mirvan (2013) argues that movies outperform traditional reading materials in developing oral skills due to their immersive sensory experience, which combines colors, movements, sounds, and spoken language Additionally, films can stimulate classroom discussions, further enhancing learners’ oral communication abilities.
Numerous studies have consistently shown that watching English films significantly enhances vocabulary development Khoshniyat and Dowlatabadi (2014) highlight that English movies offer English Language Learners (ELLs) an extensive vocabulary, grammar, and related skills, thereby improving their English proficiency Research by Yuksel & Tanriverdi (2009), Zarei (2009), and Hsu et al (2013) indicates that incorporating films into language learning can greatly increase students' vocabulary acquisition, retention, and recognition Furthermore, Al-Seghayer (2001) argues that using movies in vocabulary learning is highly effective, as they provide a rich context for understanding and acquiring new terms.
Watching movies significantly enhances vocabulary acquisition for students, as repeated exposure to words in realistic contexts aids in mastery and correct usage (Ismaili, 2013; Kalra, 2017) This method allows learners to expand their vocabulary by discovering new terminology in the target language (Albiladi et al., 2018; Goctu, 2017; Kalra, 2017; Liando et al., 2018) By associating new vocabulary with specific scenes in films, students improve their ability to learn and retain new words effectively (Yaseen & Shakir, 2015).
Khoshniyat and Dowlatabadi (2014) explored the effectiveness of using Disney movies to teach English idioms to young Iranian EFL students, aiming to create a fun and engaging learning environment The study involved 40 students divided into experimental and control groups, with the experimental group learning idioms through Disney movies while the control group used traditional methods Assessments before and after the intervention revealed that the experimental group scored significantly higher, indicating that exposure to movies greatly enhanced their understanding and retention of idioms The researchers concluded that incorporating movies into language learning can foster creativity and make lessons more enjoyable and motivating for students.
Moreover, many scholars have stated that learners’ range of vocabulary can be significantly expanded with the presence of subtitles while watching Akbulut
Combining text with images significantly enhances vocabulary development compared to solely providing definitions (2007, p 5) Research indicates that film subtitles, whether in a second or foreign language, are advantageous for learners Snyder and Colon (1988) found that EFL learners utilizing audiovisual aids outperform those who do not Conversely, Zanon (2006) argues that subtitles can detract from a film's credibility and may distract learners, potentially hindering their listening comprehension Despite this, Canning-Wilson and Wallace (2000) assert that subtitled films can effectively encourage language learners to actively use new vocabulary and idioms, allowing them to acquire new words without distraction.
Research indicates that watching films can significantly enhance communication skills in language learning Thammineni (2016) highlighted that English movies are more effective than traditional syllabi for improving students' communication abilities Supporting this, Chang and Liu (2013) found that auditory and visual elements in films boost motivation among English learners Additionally, Ismaili (2013) conducted an experiment showing that students exposed to bilingual clips in EFL lessons demonstrated greater improvement in their integrated communication skills compared to those using conventional resources.
One of the primary advantages of English films is their authenticity, as they showcase the language in everyday conversational contexts, enhancing the learning experience (Varga, 2013) Additionally, these films expose students to various English dialects, enriching their linguistic understanding (King, 2002) Furthermore, English films offer valuable paralinguistic features, such as facial expressions and body language, which are essential for effective communication (King, 2002; Kusumarasdyati, 2004; Rammal, 2005).
Watching English films inspires students to engage with their peers, fostering mutual learning Additionally, they gain insights into nonverbal communication, including exclamations and filler expressions, as well as techniques for initiating and maintaining conversations and negotiating meaning (Rivers, 1994).
Numerous studies have highlighted the impact of watching English films on enhancing learners' awareness of native cultures King (2000, p 515) emphasized that using films as a medium for teaching or studying English significantly increases students' motivation and cultural comprehension He noted that entertaining films often resonate with learners, enriching their appreciation of popular culture while fostering engagement and motivation in the learning process.
Language learners must understand what to say, to whom, and in what contexts, making intercultural awareness essential in learning English as a second or foreign language This goes beyond mere linguistic competence; culture plays a crucial role in the language learning process Since language and culture are deeply intertwined, cultural awareness is as important as improving linguistic proficiency for meaningful conversations Without recognizing this connection, the significance of both language and culture diminishes.
A few studies have also reported some advantages to the integration of movies into reading and writing skills According to Pezdek, Lehrer & Simon
The film "1984" enhances memory and knowledge retrieval, which is crucial for developing writing skills, by offering engaging cues that motivate learners and aid in both comprehension and language production (Hanley & Herron, 1995) Additionally, research indicates that viewing movies enriches writing abilities by supplying contextual information that activates existing knowledge.
Despite extensive research on the value of films in language learning, there is a lack of studies examining language learners' attitudes toward using films to enhance their skills It is essential for learners to express their views on how films can serve as effective learning tools Notably, no studies have focused on English-majored students at Banking Academy, and existing research often looks at the impact of films on individual language skills rather than overall improvement This study aims to explore the perceptions of language learners at Banking Academy regarding the effects of watching English films on their language development and social interactions, ultimately providing recommendations for future research.
Conceptual framework
Numerous past studies have explored the influence of film on English language learning, revealing that its effects vary significantly among individuals and contexts Each study employs a unique conceptual framework tailored to its specific audience This research will primarily adopt a conceptual framework synthesized from the work of Norwati, Aini, Vahid, and Muhammad (2021), which aligns closely with the circumstances of the target students.
While numerous studies have explored the impact of watching films on learning English, most have focused solely on individual language skills without providing a comprehensive analysis of students' perceptions regarding this method's effects on all language skills and cultural awareness Additionally, there is a lack of official survey data from the Foreign Language Faculty of Banking Academy addressing this topic This thesis aims to fill this gap by offering a thorough investigation into the effectiveness of film-based learning in enhancing language skills and cultural understanding.
RESEARCH METHODOLOGY
The locale of the study
This study was conducted at Banking Academy, which is located at 12 Chua Boc, Dong Da District, Ha Noi, Vietnam.
Research design
This study employs a survey quantitative research method, utilizing primary data collected from respondents Quantitative research, as defined by Aliaga and Gunderson (2002), involves gathering and analyzing numerical data through statistical methods to explain phenomena Survey research is advantageous due to its versatility and convenience, allowing researchers to collect data from a sample using a fixed set of questions to assess attitudes, beliefs, behaviors, and other characteristics (Creswell, 2005) Researchers aim to characterize current situations and relationships between variables while maintaining objectivity and contextual immersion (Mertler, 2016) Expanding the study population can enhance generalization, and the Internet facilitates respondent privacy, often leading to more candid responses compared to less anonymous methods like interviews (Muijs, 2004).
To achieve the research goals outlined in the thesis, a systematic approach was employed, involving searching, gathering, processing, analyzing, comparing, and discussing data The research methods were applied effectively to address the specific issues at hand This study utilized three primary methods—searching, gathering, and processing—to provide a comprehensive and impartial view of current student perceptions from the survey Once the present attitudes were identified, a thorough analysis, comparison, and discussion of the topic were conducted.
Data gathering procedure
This study gets data mainly from the survey which is integrated from various previous research all around the world The survey is created in four steps:
The questionnaire, developed from a synthesis of various researchers' insights, aims to explore the effects of film viewing on language enhancement It primarily focuses on gathering students' perspectives regarding this topic The questions were designed using Google Forms for ease of distribution and data collection.
The survey was initially distributed to the supervisor for review before being sent to a selected group of students for evaluation Unclear or unnecessary questions were eliminated, and certain questions were rephrased to enhance clarity and appropriateness.
Step 3: Sending the questionnaire to all subjects
Due to the ongoing challenges of the Covid-19 pandemic in Vietnam, university students, including those at Banking Academy, are mandated to engage in remote learning Utilizing online methods for gathering feedback has emerged as the most effective approach in this context.
The survey link was distributed through various social media and messaging apps, including Facebook, Messenger, and Zalo Participants were required to answer all questions, with their responses recorded in a Google Form.
Google Form was used to capture the responses, which are neatly illustrated with graphs and charts The data can also be exported to Excel for further modification.
Population, Sample and Sampling technique
The study focused on approximately 600 English-major students at the Foreign Language Faculty of Banking Academy, all of whom are eager to enhance their language proficiency through various learning methods Participation in the survey was voluntary, and the confidentiality of their personal information was strictly maintained.
To facilitate a comprehensive analysis of the topic, a random sample of 120 students was selected to represent the entire faculty This approach aims to minimize the challenges associated with data collection, measurement, calculation, and analysis The sample comprised students from the Faculty of Foreign Languages, spanning from the first year to the final year.
In this study, Andrew Fisher's sample size calculation formula was utilized, incorporating a confidence interval of 9%, a confidence level of 95%, and a standard deviation of 0.5 The confidence level was translated into a Z-Score of 1.96 for 95% These values were then applied to Fisher's formula to determine the required sample size.
As stated by the result of the formula, the sample size in this thesis (120) can be accepted since it meets the minimum requirement
Below is the demographic information of participants:
Figure 3.2: Respondents’ distribution by gender
According to the result, most of the respondents were females (75.8%) and the rest were males (24.2%) There is no record for other types of gender among participants
Figure 3.3: Distribution by year of study
The survey results indicate that 41.7% of respondents were final-year students at the Banking Academy, while 31.7% were in their third year Sophomores made up 21.7% of the participants, and freshmen represented the smallest group at 5%.
Distribution by year of study
Figure 3.4: Distribution by English level
At the Upper Intermediate level, students represent the largest group at 36.7%, followed by Intermediate students at 28.3% Advanced students account for 21.7%, while Pre Intermediate students make up 10.8% of the total responses Notably, there is minimal representation from Proficient students, and there are no participants from the Beginner/Elementary level.
Beginner/Elementary Pre Intermediate Intermediate Upper Intermediate Advanced Proficient
Distribution by the amount of time for learning English
6 hours
A significant portion of respondents, 40.8%, reported studying English for 4 to 6 hours weekly, while 30.8% dedicated 2 to 4 hours In contrast, 16.7% of students spent less than 2 hours on English, and only 11.7% engaged in more than 6 hours of study each week.
Figure 3.6: Distribution by preference of entertaining activities
A survey of students' preferred entertainment reveals that 45% favor watching films, making it the most popular choice Listening to music follows closely at 31.7%, while reading books is preferred by 16.7% of respondents Other entertainment options represent a smaller percentage of preferences.
Distribution by preference of entertaining activities watching films listening to music reading books Others
Figure 3.7: Distribution by frequency of having entertaining activities in English
A significant number of respondents reported engaging in entertainment activities in English, with 26.7% indicating they do so regularly Interestingly, the same percentage of students claimed they rarely participate in such activities Only a small minority, at 4.2%, stated that they do not engage in entertainment activities in English at all.
Figure 3.8: Distribution by the purpose of having entertaining activities in
Distribution by frequency of having entertaining activities in English always usually rarely never
Distribution by the purpose of having entertaining activities in English
Just to relax/ chill out To learn English better Both Others
A significant 43.3% of respondents indicated that the primary purpose of participating in entertainment activities in English is both relaxation and language enhancement In contrast, 30.8% of participants focused solely on improving their English skills, which is 10% higher than those who prioritize relaxation alone Other objectives represent a minimal portion, accounting for just 5%.
Research instrument
This study got its valuable relevant data from making use of a questionnaire which was composed of closed-ended questions, open-ended questions and rating scales
To enhance initial response rates and minimize non-response, it's crucial to keep surveys concise, as highlighted by Muijs (2004) Careful selection of relevant questions presented in a clear and brief manner is essential The rise of technology and social media has made online surveys more convenient, enabling rapid and cost-effective mass distribution, which can yield a larger volume of data compared to traditional methods Additionally, researchers can leverage data analysis tools from digital survey platforms However, online surveys present challenges, such as the inability to provide direct guidance to respondents, potentially affecting their comprehension of questions Moreover, studies indicate that participants may be less likely to remain engaged in surveys exceeding five minutes when conducted online, compared to traditional research approaches.
The questionnaire, based on the conceptual framework outlined in chapter 2, comprised three main sections with a total of 21 questions The first section gathered background information on BA students, including their time spent on entertainment, English learning activities, and current English proficiency, featuring seven multiple-choice questions about their year of study and daily hours dedicated to watching English films and learning English The second section included four multiple-choice questions that explored respondents' behaviors in learning English through films, focusing on the time spent watching films, preferred genres, and subtitle usage Lastly, the final section presented various statements aimed at understanding respondents' perceptions of the impact that watching English films has on their language learning process.
The 5-point Likert scale was adopted to assess how strongly respondents agree with the statements about the effectiveness of watching films in their language development The statements were rated on a scale from Totally Disagree to Totally Agree
Disagree Neutral Agree Totally Agree
This article analyzes two questions by calculating their mean scores and standard deviations using Excel 2016 formulas, specifically AVERAGE(number1,[number2],…) and STDEV(number1,[number2],…) The interpretation of the resulting mean scores will be provided based on established ranges.
Disagree Neutral Agree Totally agree
A standard deviation near zero suggests that the data points are clustered closely around the mean, while a high standard deviation signifies that the data points are more dispersed and distant from the mean value.
Statistical treatment
A total of 120/120 student replies were obtained once the data collection process was completed After that, the responses were cleaned up, classified, and thoroughly examined
The results were generated in percentage form after the data provided in the questionnaire was evaluated using the descriptive statistical method in Microsoft Excel version 2016.
Reliability and validity
Examining the reliability of quantitative items is essential for ensuring the acceptability of research results The Cronbach’s Alpha technique is employed to evaluate this reliability, confirming the consistency and relevance of individual scale items The Cronbach’s Alpha coefficient ranges from zero to one, with a score of at least 0.6 indicating a decent research instrument, while scores of 0.8 or higher signify superior reliability Conversely, instruments with values below 0.6 are considered unreliable, and the closer the score is to 0, the less reliable the instrument becomes.
Table 3.1: Reliability and validity of survey’s answers and questions Category Cronbach’ Alpha Number of questions
Category Cronbach’ Alpha Number of questions
The reliability analysis conducted using SPSS software indicates that all sub-categories in the survey are acceptable, as each has a Cronbach’s Alpha coefficient of 0.6 or higher.
Chapter summary: The present study was conducted at Banking Academy,
Vietnam conducted a study involving 120 students from the Faculty of Foreign Languages to evaluate their opinions on learning English through films A questionnaire, developed from a relevant conceptual framework, was distributed via various social media platforms and messaging applications, including Facebook and Zalo The collected data was analyzed using Google Forms and Microsoft Excel, ensuring that the research questions were meticulously reviewed for reliability and trustworthiness in the results.
RESULTS AND DISCUSSION
Respondents’ behaviors in watching films to learn English
4.1.1 Time spent watching films to learn English
Figure 4.1: Time spent watching films to learn English
A significant number of students dedicate 2 to 3 hours to watching films for language learning, with 45 responses indicating this preference This figure slightly surpasses the 41 responses from students who spend 1 to 2 hours on film viewing In contrast, only 21 students reported spending less than 1 hour, while just 12 respondents indicated they watch films for more than 3 hours to enhance their English skills.
Time spent watching films to learn English
3 hours
4.1.2.Types of movies used as English learning materials
Figure 4.2: Types of movies used as English learning materials
In a survey of movies used as English learning materials, Comedy emerged as the most popular genre, receiving 47 responses, while Drama followed as the second most favored, garnering 25 votes Overall, the survey collected a total of 120 votes.
In a recent survey, Romance and Fantasy genres emerged as the most popular, garnering 16 and 12 votes respectively Horror films followed closely with 10 participants expressing their preference, while Action movies received 9 votes Other film genres received minimal interest, with each attracting just 1 vote.
Types of movies used as English learning materials
Action Comedy Drama Horror Romance Fantasy Others
4.1.3.The frequency of using subtitles
Figure 4.3: Frequency of using subtitles
Nearly 50% of respondents indicated that they use subtitles primarily for complex topics, with 47.5% relying on them in such cases Full-time subtitle usage among students is the second most common, at 29.2% Additionally, 17.5% of students reported that they rarely use subtitles while watching English films, while the smallest percentage of respondents indicated they do not use subtitles at all.
The frequency of using subtitles full time just films with complicated topics Rarely Not at all
Figure 4.4: Distribution by subtitle language
A significant 51.7% of students prefer watching English films with English subtitles, while 32.5% opt for a combination of Vietnamese and English subtitles In contrast, the number of students who watch English films with only Vietnamese subtitles is lower Notably, only 5% of participants do not use any subtitles at all.
The level of agreement toward the impacts of watching films on aspects
According to the conceptual framework that this study follows, there are eight main impacts that watching English films have on learners’ language development
A survey was conducted to investigate participants' behaviors in film watching and their perceptions of its effectiveness on various aspects of language learning, including speaking, listening, reading, and writing skills, as well as communication skills, vocabulary range, cultural awareness, and motivation.
Vietnamese only English only Both Vietnamese and English None
Figure 4.5: The level of agreement toward the impacts of watching films on
Overall, the majority of respondents in this survey reckoned that they
“agree” or “totally agree” about the effectiveness of watching films on all aspects of their speaking skills
The survey revealed that the majority of respondents recognized the influence of watching films on various aspects of language learning Specifically, 68 participants agreed that films positively impacted learners' accents, while 67 noted improvements in fluency Additionally, 58 respondents acknowledged that film viewing enhanced their intonation, slightly surpassing the 49 who agreed with its overall effect Furthermore, 60 students affirmed that watching films improved their pronunciation, and 50 recognized the benefits for understanding stress patterns in speech, with both aspects receiving equal support from 49 participants.
On the other hand, there were still a small number of people who did not believe in the effect of watching films on their speaking skills, when 2 people chose
Pronunciation Knowledge of stress in words and in sentences
The level of agreement toward the impacts of watching films on Speaking skills
Totally disagree Disagree Neutral Agree Totally agree
“totally disagree” for the impact on all 5 sub-speaking skills From 2 to 6 participants disagreed with all the statements while 13 people stayed neutral
Figure 4.6: The level of agreement toward the impacts of watching films on
The survey results indicate that a significant majority of respondents agreed on the effectiveness of watching films for improving listening skills Notably, the statement regarding the speed of obtaining information in English received the highest agreement, with 80 votes, while the other three statements garnered 71, 57, and 47 votes, respectively.
A survey of students revealed unanimous agreement on the positive effects of watching films on enhancing their comprehensive listening skills and understanding of unfamiliar accents and dialects, with both factors receiving 46 votes each.
The survey revealed that the statement regarding impacts on attention span received the highest number of neutral responses, totaling 18 votes This figure surpassed the responses related to information acquisition speed and understanding of unfamiliar accents and dialects.
120 speed of obtaining information in
English ability of paying attention comprehensive listening skill ability knowledge of unfamiliar accents and dialects
The level of agreement toward the impacts of watching films on Listening skills
Totally disagree Disagree Neutral Agree Totally agree
“comprehensive listening skill ability”, with 12, 10, 6 respectively Meanwhile, just a mere number of voters picked “disagree” and “totally disagree” for these above statements
Figure 4.7: The level of agreement toward the impacts of watching films on
The bar chart indicates that the "disagree" responses were the most prevalent regarding the effectiveness of using films to enhance reading and writing skills, with 49 votes for the first statement and 45 for the second Additionally, the number of students who remained neutral or agreed with these statements was only half of the total figures for the "disagree" responses.
“disagree”, with 28 votes on average 21 respondents totally disagreed with the effect of watching films on writing skills, while the number for reading skills is 8
On the other hand, “Totally Agree” received the lowest responses, with 4 and 2 votes of the total respondents for the impact on reading and writing respectively
The level of agreement toward the impacts of watching films on Reading and Writing skills
Totally agree Agree Neutral Disagree Totally disagree
Figure 4.8: The level of agreement toward the impacts of watching films on
Overall, the four statements about the influence of watching films on learners’ communication skills all received positive evaluation from the students investigated
A significant number of survey participants, 73% and 67%, agreed that watching films enhances their willingness and confidence to speak in English, surpassing the 54% and 52% who acknowledged the importance of body language and facial expressions Only 16 respondents fully agreed with all four statements, while a small minority expressed disagreement.
0 20 40 60 80 100 120 willingness to speak in English confidence to speak in English body language facial expressions
The level of agreement toward the impacts of watching films on Communication skills
Totally disagree Disagree Neutral Agree Totally agree
Figure 4.9: The level of agreement toward the impacts of watching films on
A significant majority of participants in the survey agreed that watching films effectively enhances learners' vocabulary.
To be specific, nearly 72 and 27 votes from the respondents on average picked “agree” and “totally agree” ratings towards the statements that says
Watching films significantly enhances my spoken vocabulary and enables me to use appropriate words in the correct context A survey revealed that 62 participants fully agreed that watching films aids in better retention of new vocabulary, while only 19 voters held a neutral opinion Notably, there were almost no votes for disagreement, underscoring the positive impact of films on language learning.
80 variety of spoken vocabulary use suitable words in an accurate context. remember new words better
The level of agreement toward the impacts of watching films on Range of vocabulary
Totally disagree Disagree Neutral Agree Totally agree
Figure 4.10: The level of agreement toward the impacts of watching films on
Most participants reported a positive impact of watching films on their cultural awareness, with 80 agreeing that it enhances knowledge of lifestyles and 78 acknowledging its role in understanding customs and traditions of English-speaking countries In contrast, only 63 participants felt that films significantly influence values, beliefs, and norms Overall, the data reflects a strong consensus on the educational benefits of films in broadening cultural perspectives among learners.
43 to 33 votes with the highest data seen on the values/belief/norms category
A small number of respondents expressed neutral views on the impact of watching films on cultural awareness, with 13 students voting "Neutral" regarding its effect on values, beliefs, and norms This figure is significantly higher than the 7 and 6 votes for lifestyle and customs/traditions, respectively Notably, there was a lack of disagreement among students, as only one person voted "Disagree" concerning the impact on values, beliefs, and norms.
90 lifestyle of English speaking countries customs/ traditions of English speaking countries values/ belief/norms of English speaking countries
The level of agreement toward the impacts of watching films on Cultural awareness
Totally disagree Disagree Neutral Agree Totally agree
4.2.7 The impacts of watching films with subtitles
1 Watching English films with subtitles helps me to understand the film better
2 Watching English films with subtitles helps me to gather more new vocabularies
3 Watching English films with subtitles helps me to remember vocabularies better
4 Watching English films with subtitles distracts me from enjoying the film
5 Watching English films with subtitles makes me feel like I am reading rather than listening
6 Watching English films with subtitles has no effect on my language skills
Table 4.1:The level of agreement toward the impacts of watching films with subtitles
From the table above, it is clear that respondents totally agreed the most with the impacts on helping them to comprehend films and their vocabulary learning
To be more specific, the highest mean score is 3.71 in the statement that says
Viewing English films with subtitles significantly enhances comprehension, evidenced by a high mean score of 4.56 and a standard deviation of 0.892 Conversely, the perception that watching English films with subtitles does not improve language skills received the lowest rating, with a mean score of 3.22 and a standard deviation of 1.042.
Research indicates that watching films positively influences vocabulary acquisition, with mean agreement scores between 3.62 and 3.55 (SDs of 0.946 to 0.874) Conversely, statements addressing the negative impacts of film viewing received neutral interpretations, with mean scores ranging from 3.45 to 3.37 and SDs between 0.989 and 1.053.
4.2.8 The impacts of watching films on learning motivation
1 Watching films in English decreases my anxiety and tension when learning
2 Watching films in English increases my interest and motivation to learn further
Table 4.2:The level of agreement toward the impacts of watching films on learning motivation
The majority of respondents strongly believe that watching films significantly enhances their motivation for language learning Data indicates that the highest mean score is associated with the statement, "Watching films in English decreases my anxiety and tension when learning English," reflecting a positive perception among students (MS=4.12, SD=1.132).
“Watching films in English increases my interest and motivation to learn further
English” receives lower mean score but still relatively high, with a mean score of 3.95, SD of 1.113
4.2.9 Respondents’ opinions toward learning English by watching films and its limitations
Figure 4.11: Respondents’ opinions toward learning English by watching films and its limitations
When answering the final question about learning English through watching films, the majority of students expressed their positive opinion with 86.7% saying
A significant majority of voters, 86.7%, affirm the effectiveness of watching films to learn English, while only 13.3% disagree Respondents identified key limitations, including the tendency to become engrossed in the film's content rather than focusing on language learning, the challenge of keeping up with the rapid speaking pace of native speakers, and an over-reliance on subtitles for comprehension.
Answer to the question "Do you think learning English through watching films is a good method?"
Discussion
The study's findings indicate that participants held favorable views on using movies as a tool for learning English There was a consensus among language learners about the effectiveness of this method, with many highlighting numerous benefits related to language acquisition.
4.3.1 The impacts of watching films on speaking skills:
According to Loeng (2017), speaking is a crucial skill for effective communication; however, foreign language learners often struggle with verbal expression Many students hesitate to speak due to psychological distress stemming from their difficulty in finding the right words and phrases during conversations.
Research indicates that English movies significantly enhance students' speaking skills, aligning with Thammineni's (2016) findings that exposure to native speakers in films boosts non-native speakers' fluency, spelling, and accent Additionally, watching movies contributes to improved pronunciation, as noted by Gilakjani.
Pronunciation is a crucial aspect of language learning, particularly in English Learners who master English pronunciation are more easily understood, even if they make grammatical mistakes, while those with poor pronunciation may struggle to communicate effectively despite having perfect grammar Watching English films allows students to hear native speakers, helping them improve their pronunciation skills.
Watching English films exposes learners to informal phrases and slang not found in dictionaries, as these films are primarily created for native speakers This results in characters using authentic accents and intonations, allowing EFL students to naturally and progressively enhance their accent, vocabulary, and expressions By engaging with the colloquial language presented in feature films, learners encounter a variety of native speaker voices, slang, and dialects, which are often absent in educational materials Ultimately, viewing movies serves as an effective method for improving speaking skills in English learners.
4.3.2 The impacts of watching films on listening skills:
Many students believe that watching English films enhances their listening skills, a conclusion supported by Liando, Sahetapy, and Maru (2018), which demonstrated significant improvements in listening abilities after film exposure compared to traditional methods like teacher instruction and dictionaries While interacting with native speakers is ideal for practicing listening comprehension, such opportunities are not always available Therefore, watching movies provides a valuable alternative for improving English listening skills through exposure to native speakers.
Respondents reported an improved ability to understand various accents and dialects, highlighting that while listening to fellow EFL speakers is beneficial, comprehending native speakers with unique dialects represents a higher level of skill Notably, many students recognize that watching movies enhances their listening abilities, showcasing their awareness of the valuable role films play in developing this expertise.
Students often find traditional cassette listening exercises outdated and dull In contrast, films offer engaging content that showcases real-life language Even when viewers struggle to grasp the dialogue, the characters' facial expressions, body language, and contextual cues provide valuable hints for understanding Consequently, this immersive experience can significantly enhance listening comprehension skills, expand vocabulary, and improve the ability to use context-appropriate words.
4.3.3 The impacts of watching films on reading skills:
Learning English through films allows students to visualize events, characters, and vocabulary in context, enhancing their understanding and retention of the language (Ismaili, 2012, p.123) This process of visualization, as noted by Draper, plays a crucial role in language acquisition.
Developing visualization skills is essential for competent reading, as it enables children to better understand the material By fostering these abilities, students become more engaged with their reading, allowing them to draw conclusions, interpret the text, and remember important facts and details through their imagination.
While a limited number of respondents believe that watching films positively impacts reading skills, it is evident that viewing English films can improve certain aspects of reading Utilizing English subtitles and visualizing content from films can enhance comprehension and engagement with the language.
4.3.4 The impacts of watching films on writing skills:
Respondents exhibit a low belief in the effectiveness of watching films to enhance writing skills, primarily due to the complex adjustments required in writing, such as organizing ideas, expanding academic vocabulary, mastering grammar, constructing varied sentence structures, and ensuring correct spelling In contrast, spoken language in films often includes informal language and allows for more "mistakes," resulting in minimal impact on writing proficiency Therefore, English learners are encouraged to seek alternative methods to develop all four language skills equally.
This finding contradicts a previous study by Pezdek, Lehrer & Simon (1984) improves writing skills by providing background information that activates prior knowledge though its impact is minimal
4.3.5 The impacts of watching films on communication skills:
According to the study, movies serve as valuable tools for enhancing students' communication skills by providing authentic resources that foster interaction Participants reported increased engagement in conversations, as films demonstrate how native speakers initiate and sustain dialogue, negotiate meaning, and utilize nonverbal cues This aligns with Katchen's (2003) assertion that traditional English learning materials often neglect small talk and conversational dynamics Consequently, films can effectively motivate learners to enhance their communication abilities, showcasing contemporary and relevant language across diverse conversational contexts.
Participants in this study valued the exposure to authentic English spoken by native speakers in films, which boosted their confidence in speaking the language According to student feedback, the use of films increased their interest and motivation to communicate in English, as films provide opportunities to study real-life dialogues.
Watching films enhances students' communication skills by providing context for conversations through the audio-visual medium This exposure not only aids in understanding but also encourages students to incorporate dialogue from movies into their everyday English speaking practice With a wide variety of genres available, students can learn daily dialogues relevant to different situations, further enriching their language skills.
4.3.6 The impacts of watching films on range of vocabulary:
The vast majority of students believe that watching English films is significantly beneficial in developing their vocabulary acquisition This finding supports a number of previous research (Yuksel & Tanriverdi, 2009; Zarei, 2009;
CONCLUSION AND RECOMMENDATION
Summary of results
Overall, a majority of students participating in this study have a positive attitude towards using English films in the learning process to improve their language proficiency
The survey revealed that students strongly agreed that watching films can improve their oral skills, particularly speaking and listening abilities Additionally, many participants noted the positive influence of English films on their vocabulary, especially in understanding spoken language used by natives Respondents also highlighted that these films enhance their communication skills by exposing them to realistic conversations A significant number of students acknowledged that watching films increases their cultural awareness Furthermore, many felt that English films motivate them to learn more by providing a less stressful studying environment However, the survey indicated lower effectiveness in using films to enhance reading and writing skills.
Conclusion
In conclusion, watching English films serves as a valuable tool for enhancing linguistic competence across various skills These films help students improve their speaking abilities by exposing them to native accents and communication styles in different contexts Additionally, they enhance listening skills by capturing students' attention, encouraging active engagement with the content, and providing visual aids for better comprehension Furthermore, English films introduce students to new vocabulary, enriching their language skills and communication abilities They also offer insights into Western cultures, helping learners navigate culturally appropriate language use Moreover, films create a motivating and enjoyable environment for language learning However, students should not rely on films to improve their reading and writing skills, as their impact in these areas is limited; alternative learning methods should be explored instead.
This study highlights innovative techniques for teaching and learning English, emphasizing the effectiveness of using movies as a tool English films are not only authentic and engaging but also play a crucial role in enhancing language skills When utilized properly, they provide an enjoyable and appealing method for language learners to improve their proficiency (King, 2002).
Recommendation
Students at the Banking Academy have encountered various English learning methods, including classroom instruction, group studies, and independent learning Selecting the appropriate language learning approach is crucial, as ineffective methods can lead to frustration and hinder progress Therefore, evaluating and orienting effective learning strategies is essential While watching English films can positively influence language development, it also presents certain drawbacks To enhance the effectiveness of using English films in language learning, recommendations should be made to address these limitations and maximize their benefits Based on survey analysis, several suggestions will be provided to tackle these challenges.
In today's tech-driven world, the younger generation is immersed in technology, which has fundamentally transformed how we access information and communicate globally This shift necessitates that schools and educational institutions invest in advanced technological tools, while teachers must enhance their tech skills to engage students effectively and enrich their curriculum As noted by Wang Lee, adapting to these changes is crucial for fostering an engaging learning environment.
Incorporating diverse technological tools in ESL education fosters independence, motivation, and support for learners, enhancing their overall success and making the learning experience more efficient.
The advancement of technology, particularly the internet and computers, has significantly influenced entertaining activities like film watching, which can positively impact language learning To enhance this learning process, universities, including Banking Academy, should invest in upgrading their digital infrastructure Specifically, the library should be equipped with modern computers and internet access, as it serves as a primary resource hub for students While the library offers a variety of printed materials, its online database remains uninspiring and overly academic By creating a dedicated space with adequate technology, students can access a wealth of language learning resources, including films, during their free time The library's serious atmosphere can also help students maintain focus on their language learning goals while enjoying films, minimizing distractions and reinforcing their educational objectives.
The library should collaborate with the Faculty of Foreign Languages to implement software that restricts access to specific movie channels and sources This will ensure that students can only view reliable films suitable for educational purposes, helping to mitigate the risk of them prioritizing movie-watching over learning foreign languages.
To enhance the student experience, Banking Academy should consider creating open spaces equipped for foreign language learning, such as a cozy cafe in the library or a comfortable cinema on campus This initiative would not only boost revenue for both the library and the school but also offer students a relaxed environment where they can enjoy movies while studying, effectively combining leisure with learning.
5.3.2 For The Faculty of Foreign Languages
The Faculty of Foreign Languages at Banking Academy should enhance their teaching approach by incorporating entertaining activities that allow students to engage directly with English Balancing study, work, and leisure is essential, as excessive focus on academics can hinder effectiveness By prioritizing enjoyable experiences alongside structured learning, students can achieve greater success Emphasizing extra-curricular activities, such as watching films, offers a natural and dynamic environment for language use, ultimately improving students' exposure and language skills.
Integrating film viewing into foreign language lessons can enhance the learning experience for students Teachers should implement this activity with a clear strategy and allocate appropriate time, typically ranging from 30 minutes to an hour, based on the topic and objectives To maximize engagement, educators can provide pre-viewing questions for students to consider while watching During the film, students should focus on the content, plot, and specific details relevant to the questions After the screening, teachers can assess comprehension and speaking skills by having students summarize or retell the film's content, reinforcing vocabulary and enhancing overall language proficiency.
Teachers play a crucial role in guiding students on suitable films to enhance their language proficiency, as the entertainment industry offers a vast array of genres, some of which may not be educationally beneficial Experienced educators should recommend effective strategies and quality films for learning Additionally, the Faculty of Foreign Languages should partner with the library to curate appropriate movie selections, topics, and resources, ensuring students have access to valuable materials for learning English through film.
Research indicates that students can effectively learn English through films, provided they develop targeted strategies to maximize the benefits and reduce the drawbacks of this learning method.
When selecting films for educational purposes, it's essential to prioritize educational goals, ensuring that the content is not only entertaining but also rich and motivating for students According to King (2002), films should be appropriate for the students' comprehension level and free from offensive material The selection process must consider course content, student interests, and competency levels to fulfill pedagogical objectives effectively Additionally, language learners should recognize the importance of implementing relevant tasks after viewing to enhance focus and ensure that films are not merely enjoyed for entertainment value.
English films are increasingly popular, especially with advancements in digital technology, offering a vast array of genres that can overwhelm students when choosing films for learning Based on the author's extensive experience, recommended films include the iconic sitcom "Friends," which showcases the daily lives and growth of a group of friends in New York City, providing learners with real-life conversational scenarios across various settings Watching "Friends" allows learners to expand their vocabulary in just 30 minutes per episode Similar shows like "The Big Bang Theory" and "How I Met Your Mother" also offer valuable learning experiences Depending on individual preferences and English proficiency, learners can select films that align with their interests, whether they prefer complex themes or everyday topics, ensuring they choose the most suitable films for their educational needs.
To enhance language skills through English films, different techniques can be applied For improving listening skills, it is advisable for learners to watch films without subtitles in their native language While this may be challenging for beginners, re-watching the film with subtitles turned off can help them become familiar with the plot and catch specific words they may have missed initially Additionally, watching English films with English subtitles can be particularly beneficial, as it ensures learners understand the dialogue, especially when characters have strong accents, and helps them learn new vocabulary.
Shadowing is an effective technique to enhance speaking skills in language learners This method involves listening to a native speaker, such as a character in a film, and immediately repeating or imitating their speech By practicing this way, learners can improve their verbal skills and pronunciation, making it easier to incorporate new words and phrases into their vocabulary.
Shadowing new phrases and expressions enhances learners' pronunciation skills and prepares them for future use in English conversations, leading to a gradual improvement in their speaking ability.